Promoting language Learners' Autonomy in Cooperative Learning
英语论文-培养学生自主学习capacitu大学英语教学的实证研究
AN EMPIRICAL INVESTIGATION OF CULTIV ATING STUDENTS AUTONOMOUS LE ARNING CAPACITY IN COLLEGE ENG LISH TEACHINGAbstractThis paper is a two2year empirical investigation of cultivating students’ autonomous learning capacity inCollege English teaching at Shanxi University of Finance and Economics (SUFE).The goal of the study is to optimize students’ language learning and to find a new direction of teaching innovation. The paper analyzes the current teaching context and presents a critical review of the literature on learner autonomy. The author explores understanding of learner autonomy in Chinese context and produces an autonomous learning model in the experimental study. The paper presents some strategies f or fostering autonomy such as instructing students how to learn, level2based teaching and collaborative learning. It was found that only by encouraging greater learner autonomy can students raise their English learning effectiveness.Key wordsTeaching English as a f foreign language; learners autonomy; teaching innovation1. IntroductionIt is true that after studying English for over ten years, most university students continue to find reading English books a difficult task. Understanding oral English, especially English spoken by native speakers, is considered an even tougher t ask than reading aloud. But, even more difficult, is the job of expressing themselves clearly and fluently in spoken English. Many students who are able to pass the upper2level English examinations wit h high grades are frequently poor at using t he language .Especially since 1999, university enrollment across the country has been expanding annually. This has plunged college English teaching into a new series of problems including: particularly severe shortagesof teachers, increased class sizes and a widening gap in t he English proficiency levels of university students. The best way to make students lea r n both actively and effectively in such a situation is to challenge the traditional methods that have proved insufficient.In order t o meet the requirements of work places wit h t he intention of raising the quality of English teaching , Shanxi University of Finance and Economics called on the staff t o reform the cur rent teaching model of college English. By careful studying the modern theories of language teaching and learning of West countries, the author found that cultivating students’ autonomous learning capacity in college English teaching might be an effective and efficient way. Therefore, the author produced an autonomous learning model of college English and put it into teaching p practice. The paper reflects t he outcomes of the two year teaching experiment of learner autonomy conducted at the university.2. Current Teaching ContextSince opening the door to the outside world, college English teaching in China has made great progress. Indeed, remarkable changes and achievements have been made across the country. However, the developments at each university in China are of ten quite different from each other. Chinese stud ents’ English proficiency is commonly rather limited. Unfortunately, teaching English as a foreign language in China still leaves much to be desired (Zhou Liuxi 2003) .2. 1 The goal of English teachingThe teaching goals of the traditional syllabus demonstrate an emphasis on a reading for comprehension based pedagogy, and the document nominates a basic amount of vocabulary that students were required to master. When tuition was focused on the emphasis in the syllabus the staff who delivered it regarded reading, writing and translating as the basis of scholarly endeavor and they tended to ignore it he cultivation of students’ listending and speaking ability. Both are now recognized as essential to the requirements of the international business community. As a result, it is understandable that some teachers place considerable emphasis on the students’ passing the examinations and spend much time in dealing with students’ examination competence. Therefore, students may demonstrate a capability to remember many words by sight but are, all too frequently, neither able to understand nor say them. Such students may well have acquired a basic vocabulary but have not mastered the techniques of applying it in acts of communication.2. 2 The most recent model of English teachingThe English language teaching model, as it has been recently practiced in Chinese tertiary institutions, generally comprised a teacher, students, text books and the blackboard. This equipment has been used in a class room with students sitting in rows listening to a teacher who stood in front of them. Some classes occasionally used computers but that use has generally been very limited. Normally there are around 55 students in each class, and it is clearly impossible f orthe teacher to instruct students individually in such a situation . The teacher will talk about grammar, do some translation, explain the text and ask students to do some written exercises. The teacher must deal with a wide range of student competencies. Many students come from the countryside while others are from large cities. The very large gap between the levels of students’ English proficiency does pose a real challenge to teachers.2. 3 The methodology of English teachingThe Grammar-Translation Method has had a dominant place in college English teaching and it has had a long lasting influence on TEFL practice in China. Indeed, many teachers still feel more comfortable with the traditional “chalk and talk” techniques that deliver information in a pre digestibleformat. Teach ers’ primarily pay attention to t he linguistic points of English and do not address aspects of teaching concerning learning strategies. All too frequently teachers have tended to structure classes in such a way that students regard the teacher as the provider of knowledge and the student as the receiver. In class, students are used to listening to the teachers and taking notes, but not anticipating a request for information from the teacher. Even if the answer is known, generally only a small percentage of students will become involved in answering the teachers’ questions. There is generally no exchange of information (Yang Xuanyan , 2003) .2. 4 The impact of Chinese cultureMost students in China would be considered introverted when compared to similar cohorts in Western countries and this is due to the impact of Chinese culture. China is bound by a powerful adherence to Confucian values with a strong emphasis placed on co-operation, the preservation of face” (dignity and honor) and self-effacement. Each of these concepts has had enduring implications for the language teaching class room. Self-effacement and “face” saving may account for the reason why few students are so reluctant to speak in open response to the questions from the teacher; self-effacement reflects the society’s need for modesty and balance, and appears to be counter-productive for encouraging critical self-awareness.3. Learner Autonomy in Language LearningSince Henri Holec’s work “Autonomy and Foreign Language Learning” was published in 1981, autonomy in language learning has been a topic of widespread discussion in the West. Just as and “authentic” were the catchwords of the 1980s, learner autonomy had fast become one of the new EL T buzzwords by the 90s (Broady & Kenning 1996; Little 1990). Great progress has been made in the exploration and implementation of t heconcept of autonomy. However, much less concern has been shown and “little formal academic discussion about learner autonomy” (Wu Hongyun 2001) has been held in China.Many researchers and theorists define learner autonomy in many different ways. One of the earliest advocates of autonomy in language teaching, Holec (1981: 47), has defined it as the “ability to take care of one’s own learning”. This point is developed further by Wenden (1991) who summarizes the issue: In effect, successful or expert or intelligent learners have learned how to learn. They have acquired the learning strategies, the knowledge about learning and the attitudes that enable them to use these skills and knowledge confidently, flexibly, appropriately and independently of a teacher. Therefore, they are autonomous .Dickinson ( 1995 ) considers aut onomy as“bot h an at titude t owa rds lea rning and a capaci ty f orindependent lea r ning” . He elaborat es t he at titude as resp onsibili ty t he lea rner is p repa red t o t a ke f ordecision2ma king about his lea rning a nd capacity f or critical ref lection and decision2making in t he lear ningp rocess . That is ,“t hey ca n identif y , f ormulat e and cha nge goals t o suit t hei r own lear ning needs a ndint erests a nd are able t o use lea rning st rat egies a nd monit or t hei r own lea r ning”(p . 43) .Lit tlewood (1996 : 12) sees aut onomy mainly as“lear nersπability and willingness t o make choicesindependent ly”and goes on t o a rgue t hat :[ t he ] ability dep ends on p ossessing bot h knowledge about t he alt er natives f rom which choice have t obe made a nd necessary skills f or car rying out what ever choices seem most app rop riat e . Willingnessdepends on having bot h t he mot ivation and conf idence t o t ake resp onsibility f or t he choices requi red.It is also emp hasized by Lit tlewood ( 1996 ) t hat t he capacity and int ent ion t o engage f reely willusually depend on studentsπ motivation a nd conf idence , just as much as it does on t hei r knowledge a ndskills .Anot her major inf luence on t he concept of lear ner aut onomy has been t he Soviet psychologistVygotsky. Cent ral t o his ideas is t he imp ort ance of social relationships t o t he development of ment alabilit ies a nd lea r ning. A cent ral t erm in his t heory is t he“zone of p roximal development” . The zone ofp roximal development is “t he dist ance between t he actual development al level as det ermined byindependent p roblem solving a nd t he level of p ot ential development as det ermined t hrough p roblemsolving under adult guidance or in collaboration wit h more capable peers”(Vygotsky 1978 :86) .Kelly (1996) discussed t he imp ort ance of t he envi ronments where lear ning t akes place . He said t hatif mat erials a nd class rooms are considered separat e entities f rom personal experience and t he immediat eapplication of what is lear ned , t hey will not af f ect overall p ersonal const ructs . Cambor ne ( 1988 : 33)argues t hat when students a re t ot ally immersed in t he lea r ning envi ronment a nd f ully engaged in t he t askt hey a re bet ter able t o int er nalize t he meaning of what is being lear ned. Individuals must be enabled t oconst ruct t hei r own p rivat e lear ning spaces according t o t hei r needs and f ill t hem wit h personallymea ningf ul lear ning mat erial .In t he t heoretical lit erature t here is broad agreement t hat lear ner aut onomy grows f rom t heindividual lea r nerπ s accept a nce of resp onsibility f or his or her own lear ning ( e1 g1 Holec 1981 ; Lit tle1991) . The t erm aut onomy has come t o be used in at least f ive ways (Benson & Voller 1997 : 2) :·Si t uat ions in which lea rners study enti rely on t hei r own ; ·A set of skills which ca n be lea rned and applied in self2di rect ed lear ning ;·An inborn capaci ty which is supp ressed by institutional education ; ·The exercise of learnersπresp onsibili ty f or t hei r own lear ning ; ·The right of lear ners t o determine t he di rect ion of t hei r own lea r ning. (Adapt ed f rom Benson &Voller 1997 :2)7 4CEL EA J ourna lπ 67© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. The general social , p olitical , economic and cultural cont exts and f eatures of China are dif f erent t ot hose in West er n count ries . In keeping wit h t his underst a nding , t he accept ed objectives of t eaching arealso dif f erent and t he descriptions of lear ner aut onomy of West er n count ries do not exactly ref lect t hesituation of most Chinese students . Nevert heless , in t he design p hase of t his investigation , a wide rangeof West ern lit erature concer ning lear ner aut onomy was examined. Consideration was t hen given as t o howt his could be applied wit hin English t eaching p ractice in Chinese cont exts . The aut hor considers t hatlear ner aut onomy in TEFL in China should involve t he lea r ners in : ·t aking cha rge of t hei r own lear ning ;·set ting realistic goals and plan p rogrammes of wor k ;·using lea r ning st rat egies ef f ectively a nd developing st rategies f or coping wit h new situations ;·creating and making good use of study envi ronments ; and ·evaluating a nd assessing his/ her own lea rning p rocess .As Mcdevitt (1997 :34) points out :“The end product of education is an independent learner”and thatcultivating a learnerπs independence or autonomy should be regarded as the ultimate goal that teachers oreducators t ry to pursue. Many educators believe that developing some degree of autonomy is essential if learnersare to become effective language users (Littlewood 1996 ; Nunan 1997 ; Breen 1984)4. The Shanxi Universi ty of Fina nce and Economics Inves t igat ion The Foreign L anguage Faculty of Economics and Trade orga nized t he investigation t o examine t heef f ect iveness of aut onomous lea r ning in EFL at t he Shanxi University of Finance a nd Economics (SU FE) .Two t eachers a nd 220 students were involved in t he investigation , over a two2yea r period out usingqualit at ive observations t o supp ort t he dat a .4 . 1 Hypot hesisIn t he int ensive reading course of college Englis h t eaching , t he t eaching model of aut onomouslear ning arouses studentsπ interest a nd lea rning init iative , imp roves students lea r ning ef f ectiveness a nddevelops studentsπ aut onomous lea rning cap acity compared wit h t he t raditional t eaching model .4 . 2 Investigational designThe design of t he investigation adopts Ca ndyπ s (1991 : 270) concept of const ructivism , which“leadsdi rectly t o t he p rop osition t hat knowledge ca nnot be t aught but only lear ned ( t hat is , const ruct ed)” ,because knowledge is somet hing“built up by t he lear ner”( von L agerf eld & Smock 1974 : xvi , cit ed inCandy 1991 : 270) .Figure 18 4An Emp i r i c a l Inve s t i ga t ion of Cul t iva t ing S t ude n t s Aut onomous L e a rning Cap a c i t y. . . Guo Na i zhao© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. The aut hor , t a king into account t he const ructivist lear ning t heory , and exploring t he relations hipsbetween t eachers , students , t eaching cont ent and resources , creat ed a visual model of aut onomousclass room t eaching ( Fig. 1) . This was done t o emp hasize t he imp ort a nce of a clea r f ocus f or t eaching a ndlear ning and t o p rovide f eedback on t he p ractices in t he classroom. The f act ors of“objectives”a nd“evaluat ion”have been included. L ea rner aut onomy has been placed in t he model because bot h t hep roduct a nd source of t he actual lear ning occur wit hin t he class room.This model has been designed t o help lear ners develop t hei r communicative compet ence . Teachersare t he organizers of t he t eaching p rocess and it is t hei r t ask t o act as inst ruct ors , or , more imp ort a nt ly ,t hey should become f acilit ators f or imp roving lear ner aut onomy. This change of role by t eachers willenable students t o become more active const ruct ors of knowledge ; t he cha nged cont ent will t hen p rovidet he subst ance of t he studentsπ active const ruction of new mea ning.4 . 3 Roles of teachers and studentsIn t his investigation at SU FE , f rom t he very beginning , t he t eacherπs roles a nd studentsπ roles wereint roduced to t he students . It was recognized t hat t eachers must f i rst p rovide students wit h app rop riat et ools and wit h opp ortunities t o p ractice using t hem , i . e . t eachers have t o f acilit at e t he cha nge . Thep resupp osition here is t hat t eachers a re willing t o cha nge and s hif t t hei r roles in t he class room f rominf ormation p roviders t o f acilit at ors , s hif ting f rom“t eaching knowledge2based”t o“sup ervising studentslear ning2based” , f rom“a p rot agonist”on t he st age t o“a di rect or”behind t he scenes , becoming studentsπdi rect or of knowledge2const ructivism.If t he class room is a st age in a t heat re , t he students a re t he act ors . According t o const ructivistlear ning t heory , la nguage lear ners are not passive receivers of knowledge ; t hey a re recognized as activeconst ruct ors of knowledge st ructures by f inding p roblems , by p roducing hyp ot heses , by conf i rminghyp ot heses a nd solving p roblems and by f inding new p roblems . In t he p rocess of recycling , one const antlybuilds up a knowledge st ructure . Students become active const ruct ors of knowledge t hrough exp erienceand opp ortunities t o discover and enqui re . This implies students s hould become co2lea rners , usingavailable knowledge t hrough int eraction wit h ot hers in socially signif icant t asks of collaborative wor k.Teachers are not t he only source of inf ormation a ny more , but act as f acilit at ors so t hat students canactively int erp ret a nd organize t he inf ormation t hey a re given , f it t ing it int o p rior knowledge (Dole et al .1991) . Students have become active pa rticipants in lea r ning and are encouraged t o be explorers a ndcreators of la nguage rat her t han passive recipients of it .4 . 4 The t hree panels of t he teaching processThe p rocess of t he new t eaching model can be divided int o t hree pa nels . The f i rst pa nel is lear ningbef ore class ; t he second panel is classroom t eaching ; a nd t he t hi rd pa nel is aut onomous lea rning af t erclass . During t he t hree st ages , t he t eacher a nd students set up t eaching objectives , choose t eachingcont ent a nd design t eaching activities mutually.The lear ning p anel bef ore class in t he aut onomous lea r ning model requi res t hat students achievedef ini t e goals of lear ning , studying some cont ent indep endently , and f inishing objective t esting. Thet eacher a nnounces t he lear ning objectives at t he end of t he p revious class a nd makes students awa re ofwhat t o lea rn , what p roblems t o solve , what ability t o develop and what mat erial t o consult . Teachersinst ruct students how t o study t extbook knowledge a nd how to change t ext knowledge int o abili ty bypaying more at t ention t o lea rning p rocess . Thus , lear ning bef ore class is an imp ort a nt st ep in cultivatingstudentsπ aut onomous lear ning ability.The in2class t eaching p anel requi res t he ar rangements of t he class int o a t hree pa rts sequence . Fi rst ,t he students are given t en minut es in which t hey are asked to f inish a quiz t o check t he cont ent of t hep revious lesson . Secondly , t he t eacher acts as a guide t o inst ruct students t o lear n t he new cont ent of t het ext a nd students a re encouraged t o p articip at e in all kinds of class room activities . Thi rdly , t he t eacherwill give students assignments t o do af t er class . In t his pa nel it ca n be recognized t hat t he pedagogy isbased on const ructivist app roaches t o lear ning t heory in which la nguage lear ners a re not perceived aspassive receivers of knowledge . Rat her , t hey are t reat ed as act ive const ruct ors of knowledge .9 4CEL EA J ourna lπ 67© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. In t he case of t he outside2classlea r ning panel , students a re requi red t o make good use of t hei r time t ostudy. By surf ing t he Int ernet , students can use t he web2chat envi ronment p rovided by World2Wide2Webf or lear ners t o engage in online2t alk wit h p eople all over t he world , in which case t hey must use t he t a rgetla nguage accurat ely a nd naturally t o develop t hei r communicative skills and int ercultural communicativecompet ence . Furt hermore , students can use t he World2Wide2Web t o collect plenty of la nguage knowledgeand cultural mat erials concer ning t he t arget la nguage so as t o enlarge t hei r knowledge , t o cultivat e t hei rmulti2a ngle view and t o develop t hei r t hree2dimensional underst a nding.4 .5 Effective teaching met hodologyFor teachers who wis h t o p romot e opp ortunities f or students t o become more aut onomous lea rners ,t here a re many p osi tive st rat egies t hat can be adopt ed.The t eacher should have a clear picture of each studentπ s lear ning situation . If t he t eacher does notknow t he studentπ s actual abilit ies , level a nd background , no mat t er how wa rm2hea rt ed t he t eacher mightbe , t he rat her aimless inst ruction t hat results f rom a lack of knowledge about t he students will almostsurely miss t he p oint . The best way t o raise t he ef f iciency of oneπs t eaching is t o know oneπ s students well ,know what t hey a re lacking , and how t o help t hem overcome t his def iciency. To assist t eachers in t hisp rocess , t he students were surveyed at t he f i rst class . Each received a seven2question questionnai reconcerning t hei r educational background , a nd t hei r p resent compet ence in Englis h list ening , spea king ,reading and writing.In order t o car ry out app rop riat e level2based t eaching , est ablished on t he studentsπsituation and wit ha f ocus on individual development , it is recognized t hat all la nguage lea r ners are very dif f erent in t erms oft hei r needs , int erests , st rengt hs and weaknesses , motivations a nd lear ning styles . As an imp ort a nt p art oft he lear ning p rocess students must f ocus on language areas in which t hey need help and ignore ot hers .They ca n t a ke as much time as t hey like a nd exploit a ny of t he considerable va riety of media t hat are onof f er and t hey ca n choose which t hey p ref er t o lea r n f rom. They ca n wor k at what ever pace t hey f eelcomf ort able . In t his new climat e of aut onomy t he t eacher p rovides dif f erent works heets t o dif f erentindividuals , dep ending up on t hei r t astes a nd abilities . Students a re encouraged t o be int erdependent and t o wor k collaboratively. The less students dependon t hei r t eacher t he more aut onomous t hey will become . Collaborative lea r ning is an educationalapp roach t o t eaching a nd lea r ning t hat involves groups of students wor king t oget her t o solve a p roblem ,complet e a t ask , or create a p roduct . For example , students a re requi red t o complet e a paper bycollecting mat erials , writing an outline a nd f inishing a draf t collaboratively in groups . According t oGerlach ,“Collaborative lear ning is based on t he idea t hat lear ning is a naturally social act in which t hepa rticipa nts t alk among t hemselves . It is t hrough t he t alk t hat lear ning occurs”( Gerlach 1994 :28) .When students a re given specif ic inst ructions in how t o lear n , anot her resp onsibility f or languaget eachers becomes s ha red wit h t he students . It is said t hat t he new illit erat es are t hose who donπ t knowhow t o lear n. The old Chinese p roverb says :“Give a ma n a f is h , he can eat f or one day ; t each him howt o f ish , he will benef it f or a lif e2time .”If we raise t he studentsπawa reness of st rat egy use and help t hemt o ref lect on t he way t hey lear n , we give t hem st rat egies f or dealing wit h dif f erent kinds of activit ies a ndp roblems , and we of f er t hem a ra nge of dif f erent lear ning2 style alt ernatives t o choose f rom. The studentsare p resent ed wit h t he t eaching goals f or each lesson a nd t hey a re encouraged t o ask questions about t het exts and t he mat erials . When t his happens students ca n t a ke resp onsibility f or t hei r own lear ning , a ndt hey ca n p ay more at t ention t o t hei r lear ning p rocesses , rat her t ha n concent rating all t hei r at t ention ont he p roducts of lea r ning.An imp ort ant aspect of t he move t o aut onomous lear ning is t he recognition of t he need t o guidestudents t o make good use of moder n t echnology t o imp rove t hei r Englis h p rof iciency levels . Teachershave all t he more reason t o address ef f ective t echnology int egrat ion f or students . The Int er net p rovidesf oreign language lear ners wit h aut hentic , natural language communication envi ronments . On t he Int er netcomp ut er2mediated lea r ning , using ma ny kinds of communication , such as discussions , elect ronic let t ers ,elect ronic f ora , and news groups all become inst antly available . Each has t he p ot ential t o p rovideaut hentic natural communication set tings t hat ca n stimulat e a desi re t o use t he t a rget language and creat e0 5An Emp i r i c a l Inve s t i ga t ion of Cul t iva t ing S t ude n t s Aut onomous L e a rning Cap a c i t y. . . Guo Na i zhao© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. f or t he students a f oreign language atmosp here t hat is supp ortive and natural . Such a n envi ronment isconducive t o imp roving t hei r communicative compet ence .In t he aut onomous p rogram students come t o realize t he objectives of lea rning f oreign la nguages a ndbegin t o actively pla n a nd ar ra nge t hei r study. At t he beginning of f i rst t erm , students should know t hei roverall requi rements f or lear ning Englis h during t he periods at university. Then students can adjust a ndpla n t hei r det ailed lear ning goals f or each t erm according t o t hei r individual needs . For example , studentswho int end t o engage in t ra nslating wor k recognize t hat t ra nslating skills and knowledge a re crucial t ot hei r development ; recognizing t hat list ening a nd sp ea king skills f orm t he f oundation f or such skills . Insuch a case t he student would orga nize his/ her sp are time and adjust t he study plan f or imp rovingt ranslating skills .It has been our int ention t o est ablis h a n ef f ectual monit oring and cont rolling mecha nism , one t hatcan car ry out accurat e , objective evaluation while encouraging lear ner aut onomy. The cont ent ofassessment should include comments on studentsπbasic knowledge , skills , at titudes t owards study , studyhabits , cooperation and general communication abilities . We recognize t hat every student is evaluatinghis/ her own lea rning p rof iciency f rom t he results of t esting , as well as t hei r t eachersπand f ellow studentsπassessments of t hemselves . But i t is not suf f icient f or t hem t o just depend on ot hers . Students must alsodevelop t he ability t o self2moni tor , cont rol and make assessments of t hei r own lea r ning achievements .Self2evaluation ref ers t o using such simple p rocesses as relating t he resul ts of ot hersπexamination resp onsest o t est oneself . Only by const a ntly evaluating can students underst and t hei r own lear ning experiences a ndadjust t hei r lea r ning met hods or design new objectives of lear ningf or t hemselves .5. Resea rch App roach : Cont rast ive Invest igat ionThe Foreign L a nguage Faculty at SU FE orga nized students t o at t end t he English graded t est wit h co2。
外语教育学教学大纲
《外语教育学》教学大纲【本文由大学生电脑主页[ ] —大学生的百事通收集整理】●本课程教学的目的《外语教育学》是一门探讨英语教学规律的专业性教育学科，它的任务在于揭示英语教学过程的本质和规律，研究和探讨英语教学的路子、方法和技能，对学生进行专业思想教育。
通过该门课程的学习，学生应能增强对英语教学的认识，了解当代国内外语言学和应用语言学的最新理论，能将英语的教与学上升到理论去认识，用正确的理论知识去指导、评价和进行英语教学实践，并能根据中国英语教学的实际科学地进行制订教学计划、实施教学计划、评价教学效果诸方面的工作。
●学习方法指导1．采用任务型教学方法，既强调知识的学习与理解，有结合教学案例的示范和讨论加深理解。
2．结合学生的教学实际和已有经验，调动他们的积极性，请学生结合理论学习谈体会和认识。
3．布置小论文，进行交流和讨论，以利学生互相学习，共同提高。
4．将学生论文推荐给相关杂志，鼓励学生进行教学研究，理论联系实际的学习。
●本课程的重、难点1．在保证该课程教学的科学性和系统性的前提下，着重突出外语教育学的实用性。
有关本学科的基本概念、基本知识和基本技能，作为教学的重点，要求学生牢固掌握并熟练运用。
2．课堂讲授实行启发式，力求作到少而精，突出重点，讲清难点，并注意将学生分析问题和解决问题的能力放在重要位置。
3．难点是如何理论联系实际，要尽可能借助英语教学实际中的一些典型实例，深入浅出地阐明其基本思想，以开拓学生的思路，并积极引导学生将主要精力放在教学方法和理论的具体应用上。
●本课程教学基本内容及课时分配和教学环节安排第一章总论［教学目的］通过本章的教学，使学生明白学习英语教学法的必要性和重要性，以及英语教学法的性质、内容和作用，英语教学环境及简史，使学生对该课程有一个全面的认识。
计划4课时。
［教学内容］Chapter 1 General Introduction1.1. Background Knowledge of Language Teaching and Learning1.2. Context of Language Teaching and Learning1.3. A Brief History of ELT Methodology第二章外语学习理论［教学目的］通过本章的教学，使学生懂得学生是教学的主体，是内因，教学是一种双边活动。
第十五讲Autonomy in Language Learning
• Definition of learner autonomy
– “At the core of the notion of autonomy are the learners’ ability and willingness to make choices independently” (Littlewood, 1996, p.427)
Determining the objectives; Defining the contents and progressions; Selecting methods and techniques to be used; Monitoring the procedure of acquisition properly speaking ( rhythm, time, place, etc.) Evaluating what has been acquired.
Requirement of autonomous learners • The belief that they can learn independently of the teacher and the classroom setup. Some cultures have authoritarian learning systems that produce very dependant learners. • A willingness to undertake independent learning i.e. to take on the responsibility in terms of goal setting, time management, selecting materials and conducting self/peer assessment. • A realistic and positive attitude to language learning (sometimes this may be undermined by previous learning experiences, requiring coaching from the teacher). • Strategies – this is where the teacher becomes invaluable as a resource to the aspiring learners. There is a need for learner training.
大学英语教学中的自主学习与形成性评价
价值工程0引言经过若干年大学英语改革，大学英语教学模式和评价模式更加多元化。
目前高校由于资源、教学条件和现实的局限，大学英语教学仍然存在一些较为共性的问题。
比如班型较大，学时较少，大学英语教师课后辅导时间相对有限，因此学生在课堂上很难达到教学要求的效果。
在对我校2009级学生入学第一学期进行的一项抽样问卷调查中，超过60%的学生对课堂教学的评价为“学时少，没有达到学习效果”和“课堂上没有足够的练习时间”。
而在调查中针对学生课后学习情况的问题的回答中，51.2%的学生课后英语学习时间“每周低于2小时”。
《大学英语教学要求》提倡采取网络加课堂的教学模式，其目的之一是促进学生个性化学习方法的形成和学生自主学习能力的发展。
新教学模式应能使学生选择适合自己需要的材料和方法进行学习，获得学习策略的指导，逐步提高其自主学习的能力。
据此我校对2009级学生在第二学期时启动了学生自主学习加课堂教学两种模式相结合的教学改革。
而教学评估是大学英语课程教学的一个重要环节。
全面、客观、科学、准确的评估体系对于实现教学目标至关重要。
为保证教学改革的效果，我们对学生的评价模式也采取了形成性评价的形式。
在实验的过程中采用了多样化的评估手段和形式跟踪及记录教学过程，以考察学生自主学习的效果和形成性评价对促进学生自主学习的作用。
1相关理论背景1.1关于自主学习自主学习的概念近年来备受国内外学者的关注，但是到目前还没有统一的定论。
Henri Holec 早在20世纪80年代已提出学习者自主的概念。
他认为自主学习是学习者管理自己学习的能力，自主的学习者能根据自己的情况确定学习目标、制订学习计划、选择学习方式、监控学习过程、监控学习计划的实施以及学习技能的运用和发展，学习者自主来自于学习者个人愿意承担学习责任的意愿。
Ryan （1991：210）将自主定义为“自我决定”或“自我调节”过程。
David little （2003）认为自主学习是一种能承担抉择责任的动机和信心，学习者具有独立选择的愿望和能力。
教育最重要的目标是教人们自我教育英语作文
教育最重要的目标是教人们自我教育英语作文Education's paramount objective is to instill in individuals the ability to self-educate. This crucial aim transcends mere acquisition of knowledge or skills; it empowers learners to become lifelong learners, constantly seeking growth and improvement. The essence of education lies not merely in imparting information, but in equipping students with the tools to navigate an ever-evolving world, where adaptability and continuous learning are indispensable. Self-education enables individuals to take ownership of their intellectual journey, fostering autonomy, resilience, and a thirst for knowledge that extends far beyond the confines of formal schooling.Education’s supreme goal lies in cultivating the capacity for self-education within individuals. This overriding aim goes beyond the simple accumulation of knowledge or competencies; it capacitates learners to evolve into lifelong learners, ceaselessly pursuing advancement and betterment. The very core of education does not solely reside in transmitting information, but ratherin furnishing students with the means to negotiate a perpetually changing world, where adaptability and incessant learning are indispensable. Self-education empowers individuals to assume responsibility for their cognitive odyssey, nurturing independence, fortitude, and an insatiable appetite for knowledge that stretches well beyond the parameters of conventional education.Paragraph 2:In today's rapidly advancing society, knowledge is expanding at an unprecedented rate. Traditional classroom settings, though valuable, can only provide a fraction of the knowledge needed to thrive in various domains. Self-education, therefore, becomes crucial as it allows individuals to selectively acquire new information, update their understanding, and bridge any gaps in their knowledge base. It enables them to delve into specific interests or areas of expertise, fostering specialization and innovation. Moreover, the ability to self-educate equips individuals with the agility to respond effectively to changes in their personal lives, careers, or the broader societal landscape.In contemporary society characterized by swiftprogress, knowledge is proliferating at an unparalleled pace. Conventional classroom environments, albeit beneficial, can furnish only a minute portion of the knowledge essential for excelling across diverse fields. Hence, self-education assumes paramount importance as it permits individuals to discriminately assimilate novel information, refresh their comprehension, and rectify any lacunae in their knowledge repository. It empowers them to delve deeply into particular passions or areas of proficiency, spurring specialization and ingenuity. Furthermore, the aptitude for self-education endows individuals with the nimbleness to react efficiently to transformations in their individual lives, vocational trajectories, or the wider societal milieu.Paragraph 3:Self-education also fosters critical thinking and problem-solving skills, which are vital for success in any sphere. As individuals learn to independently seek, evaluate, and synthesize information from diverse sources, they develop a discerning mindset, capable of distinguishing fact from fiction, identifying biases, and making informed decisions. This cognitive autonomy notonly enhances their intellectual prowess but also contributes to their overall personal growth, promoting emotional intelligence, empathy, and ethical reasoning. By teaching people how to self-educate, education ensures that they are equipped with the mental toolkit necessary to navigate life's complexities and contribute positively to society.Self-education equally nurtures analytical thinking and issue-resolution capabilities, which are indispensable for accomplishment in every domain. As individuals hone the ability to autonomously seek out, assess, and integrate data from sundry sources, they cultivate a discriminating mindset, proficient in distinguishing truth from falsehood, pinpointing prejudices, and making judicious choices. Such cognitive self-sufficiency not only amplifies their intellectual might but also bolsters their overall personal maturation, fostering emotional astuteness, compassion, and moral reasoning. By instructing people on how to self-educate, education guarantees that they possess the cognitive apparatus required to traverse life’s intricacies and make constructive contributions to society.Paragraph 4:Lastly, fostering self-education is pivotal for nurturing a society of engaged and empowered citizens. In an era where misinformation abounds and civic discourse is often polarized, individuals who can self-educate are better equipped to engage in meaningful dialogue, critically assess information, and contribute constructively to public debates. They become active participants in shaping their communities, advocating for change, and holding institutions accountable. This democratic engagement, fueled by self-education, is vital for the healthy functioning and progress of any society.Finally, cultivating self-education is vital for breeding a community of committed and empowered denizens. In an epoch where disinformation prevails and civil discourse is frequently bifurcated, individuals proficient in self-education are more suitably prepared to partake in purposeful conversation, rigorously appraise information, and offer productive input to public deliberations. They metamorphose into proactive stakeholders in fashioning their neighborhoods, championing transformation, and holding establishmentsanswerable. This participatory democracy, energized by self-education, is indispensable for the robust functioning and advancement of any societal fabric.In conclusion, the most significant objective of education is to teach people how to self-educate. This transcendent goal empowers individuals to be autonomous learners, adaptive thinkers, and engaged citizens, equipped with the tools to navigate an ever-changing world, continuously expand their knowledge, and positively contribute to society. As we embrace the challenges and opportunities of the 21st century, fostering self-education must remain at the heart of our educational endeavors.To sum up, the paramount aim of education is to instruct people on the art of self-education. This overarching objective capacitates individuals to be self-reliant scholars, flexible intellects, and involved nationals, furnished with the means to steer through a perpetually shifting world, ceaselessly augment their erudition, and positively impact society. As we embrace the trials and prospects of the current millennium, nurturing self-education must remain central to our pedagogicalpursuits.。
天津成人高考专升本英语真题考试及答案详解
天津成人高考专升本英语真题考试及答案详解一、选择题（每题1分，共5分）1. Which of the following words is correctly pronounced?A. Record [ˈrekɔːd]B. Library [ˈlaɪbrəri]C. Island [ˈaɪlənd]D. Wednesday [ˈwenzdeɪ]2. Choose the correct form of the verb in brackets.I _______ (be) a teacher for ten years.A. amB. isC. areD. was3. What is the past participle of "go"?A. WentB. GoneC. GoedD. Goning4. Which sentence is grammatically correct?A. She don't like coffee.B. He can sings very well.C. They goes to school bus.D. I have eaten breakfast.5. What is the opposite of "expensive"?A. CheapB. CostlyC. InexpensiveD. Pricey二、判断题（每题1分，共5分）2. "English" is a language, not a country. (True/False)3. "Romeo and Juliet" is a play written William Shakespeare. (True/False)4. The United States has 51 states. (True/False)5. "E" is the only vowel in the English alphabet.(True/False)三、填空题（每题1分，共5分）1. If I _______ (have) enough money, I would buy a new car.2. She _______ (be) very tired because she _______ (work) all day.3. The sun _______ (rise) in the east and _______ (set) in the west.4. I like _______ (watch) TV and _______ (listen) to music.5. He _______ (go) to the store and _______ (buy) some groceries.四、简答题（每题2分，共10分）1. What is the difference between "affect" and "effect"?2. Explain the use of "there" and "their" in a sentence.3. What is a reflexive pronoun? Give an example.4. How do you form the future simple tense?5. What is the difference between "advice" and "advise"?五、应用题（每题2分，共10分）2. Write a sentence using the past perfect tense.3. Identify the subject and verb in the following sentence: "The children are playing in the park."4. Convert the following sentence into a question: "She will go to the store tomorrow."六、分析题（每题5分，共10分）1. Analyze the following sentence: "The quick brown fox jumps over the lazy dog." Identify the adjectives, nouns, and verbs.2. Explain the difference between "its" and "it's" and give an example of each.七、实践操作题（每题5分，共10分）1. Write a short dialogue between two people meeting for the first time.2. Describe your favorite place in your hometown,including its location, what it looks like, and why it isyour favorite.八、专业设计题（每题2分，共10分）1. Design a curriculum for an intermediate English course, including the main objectives, materials, and assessment methods.2. Create a lesson plan for teaching the present perfect tense to beginners, including warmup, presentation, practice, and production activities.4. Plan a speaking activity to help students practice giving opinions, including the topic, preparation, and implementation steps.5. Design a writing assignment for advanced students onthe topic of environmental protection, including the task, guidelines, and evaluation criteria.九、概念解释题（每题2分，共10分）1. Explain the concept of "phrasal verbs" and provide examples.2. Define "conditionals" in English grammar and give examples of each type.3. Describe the difference between "countable" and "uncountable" nouns.4. Explain the use of " Reported speech" in English and provide examples.5. Define "collocation" and explain its importance in language learning.十、思考题（每题2分，共10分）1. How can technology be effectively integrated into English language teaching?2. What are the advantages and disadvantages of using authentic materials in the classroom?3. How can teachers promote learner autonomy in English language learning?4. What is the role of pronunciation in language learning and teaching?5. How can teachers cater to different learning styles in the English language classroom?十一、社会扩展题（每题3分，共15分）1. Discuss the impact of globalization on the English language and its teaching.3. Explore the challenges faced English language learners in a multilingual society.4. Analyze the role of English in the workplace and its importance for professional development.5. Discuss the benefits and challenges of teaching English as a foreign language in nonEnglish speaking countries.一、选择题答案1. A2. D3. B4. D5. A二、判断题答案1. True2. True3. True4. False5. False三、填空题答案1. had2. was, has worked3. rises, sets4. watching, listening5. went, bought四、简答题答案2. "There" is used to indicate the presence of somethingor someone, while "their" is a possessive pronoun used to indicate ownership.3. A reflexive pronoun is used when the subject of a sentence is also the object of the verb. Example: "I can see myself in the mirror."4. The future simple tense is formed using "will" or "shall" followed the base form of the verb. Example: "I will go to the store tomorrow."五、应用题答案1. The dog is eating the apple.2. I had finished my homework before dinner.3. Subject: The children, Verb: are playing4. Will she go to the store tomorrow?六、分析题答案1. Adjectives: quick, brown, lazy. Nouns: fox, dog. Verbs: jumps, over, is.2. "Its" is a possessive pronoun used to indicate ownership. Example: "The cat licked its paw." "It's" is a contraction of "it is" or "it has." Example: "It's raining outside."七、实践操作题答案1. Short dialogue:Person A: Hi, my name is Alex. Nice to meet you.Person B: Hi, Alex. I'm Sarah. Nice to meet you too.2. Favorite place: My favorite place in my hometown isthe central park. It is located in the heart of the city and has beautiful gardens, a lake, and walking paths. I love togo there to relax, enjoy the scenery, and meet up with friends.一、选择题：本题型主要考察学生对英语基础知识点的掌握，包括词汇、语法、发音等。
新编实用英语第五版教师用书
新编实用英语第五版教师用书The New Practical English Fifth Edition Teacher's Book is a valuable resource for English language educators. It provides teachers with comprehensive guidance on how to effectively teach English language skills to students. This book covers a wide range of topics, including grammar, vocabulary, listening, speaking, reading, and writing.新编实用英语第五版教师用书是英语语言教育者的宝贵资源。
它为教师提供了全面指导，教授学生如何有效地学习英语语言技能。
这本书涵盖了广泛的主题，包括语法、词汇、听力、口语、阅读和写作。
One of the strengths of the New Practical English Fifth Edition Teacher's Book is its practical approach to teaching English. The book offers a variety of lesson plans and activities that help teachers engage students in meaningful language learning experiences. These resources can be easily adapted to suit the needs of different classrooms and learners.新编实用英语第五版教师用书的一个优点是其实践性的教学方法。
英语专业毕业论文文化类选题汇总
外语学院往届本科毕业论文选题汇总表2000级毕业论文选题(169题)1.Cultural Connotation of Words and Their Translation2.On Translation of Tourist Material3.Domestication and Foreignization on Literary Translation4.Translation as a Language Teaching Technique5.On the Translation of Kinship Terms in A Dream of Red Mansion in the Cultural Perspective6.Translation of Proverbs That Have Cultural Connotation7.The Rhetoric Characteristic of English Advertisement and its Translation Methods 8.On Application of Presentation of Lesson Plan in English Teaching and Its Significance9.The Application of the Body Language inForeign Language Teaching10.The Linguistic Characteristics of Advertising English11.On the Combination of the Theory and Practice in Presentation of Teaching Plan 12. A Talk on Social and Cultural Connotation between Chinese and English V ocabulary13.An Effective Way of Rapid Command of Journalistic English in Listening14.Characteristics of Newspaper English15.Improvement in Listening Ability for English Majors16.Improvement in Speaking Ability for English Majors17.Structural and Lexical Characteristics of News18.Lexical of Journalistic English19.Improvement in Listening Ability for English Majors20.Improvement in Speaking Ability for English Majors21.Improvement in Listening Ability for English Majors22.Improvement in Speaking Ability for English Majorsparison of Vocabulary, Morphology and Usage Between British English and American English24.The Theories and Methods of the Translation of Movie Names25.Pragmatics and Translation26.An Analysis of the Implying Feminism in Jane Eyre27.The Characteristics of EMMA28. A Comparative Study of English and Chinese Proverbs29.Advanced Modern Woman ---Ursula –Character Analysis of the Rainbow30.The Characteristic of Jane Eyre31.An Analysis of the theme of Vanity Fair32.Narrative Feature in Dickens’ Works33.EA T OR BE EA TEN --an Analysis of the Significance of THE CALL OF THE WILD34.The Women’s Consciousness in Pride and Prejudice35.Translation of Idiom with Numbers Through Culture Difference36.On English Structural Ambiguity37.The Application of Group Learning in English Teaching38.How to Present New English Vocabulary in Classroom39.Attention—the Main Factor Affecting English Classroom Teaching40.The Function of Teachers’Feedback in English Composition41.On the Comprehensive Quality of Foreign Language Teachers42.Teachers ---the Main Factor Affecting English Classroom Teaching43.On the Cultural Connotation of English Proverbs44.The Learning Strategies of Good Language Learner45.The Task-based Approach in EnglishV ocabulary Teaching46.Affective Factor Affecting English Classroom Teaching47.The Study on the Combination of Modern Educational Technology and Task-based Foreign Language Learning48.The Misconceptions of Communicative English Teaching in Middle School49.Making Students Learning on Their Own Initiative50.On the Subtlety and Restraint that Mark Emily Dickinson’s Poem51.Analysis the Characters of Elizabeth Bennet52.On the Poetic Features of Leaves of Grass53.Henry’s Realist Writing and His Ending Art54.On O.Henry’s Ending Art55.An Analysis on the Characters of Great Expectationsparison Between Poems by Dickinson and Those by Li Qingzhaoplexity and Profundity of Humanity--On the Characterization in Wuthering Heights58.Tomorrow is Another Day —Analysis on the Character of Protagonist of ―Gone with the Wind‖ by Margaret Mitchell59.Tess, a Victim of False and Confused Concepts of the Time60.An Initial Probe into the Tragic Meaning of Hamlet61.Introduction to Cultural Connotation in English Vocabulary Teaching62.Song of Myself—Embodiment of American Spirit63.Translation of Names and Cross-cultural Communication64.On Surname of English and Chinese65.The Conversion of Chinese and English Cultural Values in Dating Advertisements 66.Preliminary Study on the Culture of English and Chinese Names67.Across-cultural Contrastive Study ofEnglish and Chinese Metaphor68.Politeness in Stores69.How to Use EFL Resources70.The Principles and Skills of Translations of Business Advertisement71.Stylistic Features and Translation of Advertisement72.Promoting Learner Autonomy in the EFL Classroom73.Application of Multimedia in English Teaching74.Task-based Learning in English Language Teaching75.The Characteristics and Translation of Advertising Language76.The Internet and English Teaching77.The Features of News’ Headlines Subtitle: The Distinctive Features of Headlines in Journalistic English78.Application of Multimedia Computer in English Language Teaching79.The Teaching Strategy in English Reading80.Pragmatic Failures in Daily Conversation of Interculture81.The Differences between Chinese and English Body Language82.Cultural and Pragmatic Differences between Chinese and English in Intercultural Communication83.How to Shift Student from Passive to Initiative in English Class84.Application of Decode Theory in Listening Comprehension85. A Study of the Theory of Second Language Acquisition Applied in Bilingual Education in China86.Individualism in USA and China87.On Improving English Communicative Ability88.English Reading and Culture89.Influences of Cultural Differences on Oral English Learning90.The Necessity of the English Testing Reform91.Cultural Connotations of Color Words in English and Chinese92.On Improving Student’s Oral English93.Discussing the Study of English Phonetics94.Oral English Learning Environment95.Paul and Miriam’s Love Tragedy96.Analyses on Heathcliff’s and Catherine’s Character Images from the Stylistic Angle97.Morality in ―Lady Chatterley’s Lover‖98.Polarized Love and Man-Woman Relationship Probe into Lawrence’s Viewpoint on Love99.Regulated Hatred in the Work of Jane Austen100.Morality in Lawrence’s Novels101.The Comment on Tess’ Character and Her Tragic Life102.An Analysis of Jane Eyre’s Personality 103.Greece Mythology Was Used in Keats’Poems104.Cultural Differences of Words for Color in English/Chinese105.Differences in Exchanging Language between English and Chinese Culture 106.Friendship in an Intercultural Communication107.Analysis of the Communicative Usage of the Color Words in View of the Sino-British Cultural Differences108.Meaning of Words, Vocabulary and Cross-Cultural Communication109.The Skills at Translating English into Chinese110.Cultural Differences in Time Values —the Influences in Intercultural Communication 111.The English Onomatopoeia and Its Rhetorical Effects112.A Study of Middle School Listening Teaching by Multimedia113.A Study of Prediction in Listening Comprehension114.On Metaphor of Emotions115.Metaphor of Love116.A study In Metaphor of ―Anger‖117.A Contrastive Study of the Use of Color Words in English and Chinese118.Brand-name Translation from English to Chinese and Consumer’s Psychology 119.How to Improve Quality of Interpreting 120.On Translation of Packing for Commodity121.Cultural Influence on the Translation of Trademarks122.Contrastive Study Between the Cultural Connotation of Animal Words in English and Chinese123.On the Translating Strategies of Film Titles124.The Comparative Study on the Translation of English Movie Titles in Hong Kong, Taiwan and Mainlandment on the Translation of English Film126.Theories and Methods on the Movie Title Translation127.Talking about the Methods andTechniques of the English-Chinese Film Title Translation128.The Study on Taboo and Euphemism 129.The Moniker of Euphemism130.On the Influence of Language Testing on Language Teaching131.On Testing Suitable for Task-based Language Teaching Method132.An Analysis of the Failure of Language Teaching and the Countermeasures133.On Testing Suitable for Task-based Language Teaching Method134.On Testing Suitable for Task-Based Language Teaching Method135.On the Influence of Examination-oriented Education to the Development of Student’s Language Performance136.The Modes of ET (Educational Technologies) --Based Foreign Language Teaching137.Misuse & Misconceive of the Conformity of Modern Information Technology intoEnglish Teaching138.Something about the Application of the Chat Room in English Teaching139.Teacher s’Roles in Web-Based Foreign Language Teaching140.Primary School English Education with Internet Technology141.Teacher’s Role in Web-based Foreign Language Teaching142.The Modes of ET (Educational Technologies) –Based Foreign Language Teaching143.On the Information Literacy of English Learners in Web based Learning Environments144.The Application of Chatting Room in English Learning145.Strategies of English Language Learning on Internet146.The Application of Cyber Culture to College English Teaching147.Internet English Resources Information &Retrieval148.Conformity of Modern Information Technologies into English Teaching149.The Bottleneck Factors in English Pronunciation150.On Color Culture and Chinese—English Color Words151.The Differences between English & Chinese Idioms in Senses152.On the Similarities of Rhetorical figures Between English and Chinese153.The Cultural Differences and the Obtrusion of Translation154.On Cultivating the Compound Talents of English Majors155.On Mark Twain's Novels (theme)156.Saint, Snob or Somewhere In Between----Holden in The Catcher In The Rye157.Understanding Mark Twain’s Realism Through The Adventure of Huckleberry Finn158.The Striving and Affection of Julien in ―The Red and the Black‖159.Analysis of Personalities of Tom Sawyer and Huckleberry Finn160.Strategies to Solve the Vocabulary Teaching Problems161.Chinese Sense in Teaching of English Tense162.How to Broaden One’s Vocabulary 163.On Ways of Improving Students’ Abilities to Remember Vocabulary164.Teaching of English Grammar165.How to Broaden University Students’V ocabulary166.Teaching of English Text167.How to Identify Metonymy and Synecdoche168.The Application of Communicative Approach for English Teaching169.How to Improve English Listening Comprehension with Predication2001级毕业论文选题(197题)1.任务型教学模式下的评价体系2.中英学术性个人主页标题语言研究3.论基于网络的大学英语学习环境4.教师用语的基本要求5.学习策略与学习者策略6.信息时代高校英语学习者信息素养研究7.基于E-mail和E-file 的大学英语写作模式研究8.关于归化与异化的思考9.中西文化差异与广告资料翻译10.文学翻译中的文化因素11.翻译学的建设：传统的定位与选择12.文化研究语境下的翻译研究13.E-Learning与高校大学英语教学改革14.广告翻译的特点与方法15.哲学领域：解构主义对翻译研究的影响16.网络英语广告语言的语用策略研究17.高校校园网络文化建设之我见18.论网络英语广告的文体特征19.自主学习中的学习策略20.公益性中英文网络广告语言对比研究21.中西方译论比较22.基于Blog的虚拟学习环境与大学教学改革23.英语口语教学的语言环境24.形成性评估在中学英语任务型教学中的运用25.英语口语如何学26.网络英语广告语言的修饰策略研究27.基于E-file的英语写长法教学研究28.写长法作文教学与二语习得理论在实践中的应用29.主观试题和客观试题的互补30.E-Learning与高校大学英语教学改革31.英汉姓名对比32.听力障碍及对策33.培根“Of Love”的修辞特色34.英语口语教学方法研究35.信息时代英语教师的角色与地位36.基于体裁教学法的中学英语写作教学37.英汉数字禁忌比较38.英汉商业广告词修辞手法对比39.计算机辅助外语教学的理论与实践40.《还乡》中火的象征意义41.英语语音与英语口语的关系42.英语教学资源的开发与利用43.体裁分析在专业英语阅读教学中的应用44.体裁教学法与高校英语专业学习45.英汉谚语蕴涵的思想道德观46.关于英语听力课堂教学设计47.中西方饮食文化比较48.外语教学中的跨文化交际意识的培养49.影响听力理解的因素50.认知主义与计算机辅助外语教学51.商务英语翻译与文体研究52.简.奥斯丁小说中的灰姑娘主题53.微型小说结构技巧分析54.英语单词的特殊用法55.网络辅助英语教学56.体裁教学法与大学英语写作教学改革57.体裁教学法与专四英语写作58.多媒体在英语教学中的运用59.英语单词教学探析60.英语广告中双关语的种类及翻译61.英语语音教学研究62.美国英语与英国英语歧义谈63.在语境中培养学生的听力预测能力64.从《苔丝》看哈代的创作思想65.惠特曼诗作风格分析66.英汉语颜色词的文化异同67.民族文化心理因素对英汉语词汇感情色彩的影响68.翻译中的文化差异69.谈英语书名的汉译70.词语的文化内涵与翻译71.如何提高八级阅读理解能力72.英语的艺术性教学73.简爱，19世纪崭新的理想女性形象74.良好英语学习习惯及其培养75.《草叶集》与美国精神76.狄金森诗作的魅力因素探讨77.任务型教学模式在英语课堂中的有效运用78.英汉同义词对比研究79.文化交流与翻译80.论交际教学法与教师角色的转变81.活跃英语课堂教学的有效方法82.现代汉语中英语外来词译名翻译83.速学英语的理论与方法84.英语委婉语的语用功能和文化内涵85.词义与文化86.狄金森诗作主题与意象研究87.论专业英语四八级听力88.论翻译中的文化差异及习惯表达法89.非母语课堂的英语学习动机90.初中英语教学的课堂设计与实施91.姓名的翻译与跨文化交际92.关于有效改进英语口语的系统方法的见解93.课程改革与观念转变的关系94.谈外部因素对课程改革实施的影响95.图式理论与听力理解96.交际法在英语语法教学中的应用97.论《呼啸山庄》的艺术魅力98.英美现当代文学中的女性主义思潮99.英语新闻报道中的流行语100.论英美文学课程的功能与策略101.影响听力理解的非语言因素102.课标改革与考核体系的关系103.互动式学习与讲授法教学的比较104.中西戏剧舞台艺术比较105.常用英语新闻术语分析106.论《蝇王》中的人性观107.从图式理论看听力理解与背景知识的关系108.现时英语新闻的结构特点109.大学生如何通过网络学习英语110.英语新闻标题的理解与翻译111.英语歌曲与英语教学112.语言实验室的情感学习113.论《查特莱夫人的情人》中的情爱观114.谈动机因素爱英语教学中的作用115.新课标对教学理念的影响116.英美现当代文学中的后代主义思潮117.文化差异对听力理解的影响118.怎样指导中学生写英语作文119.新课标实施中教师的角色120.外语专业学生科研意识与能力之培养121.伊丽莎白时期的英国戏剧主题分析122.从图式理论看听力理解与社会文化的关系123.晚清小说的社会影响124.林语堂翻译思想研究125.钱仲书翻译思想研究126.口译与跨文化意识127.语言与广告128.严复翻译理论研究129.语言能力与交际能力的关系与转化130.商务英语翻译在商务洽谈中的应用131.谈英语阅读多项选择题的编写技巧132.商标翻译与文化差异探讨133.口译特点与口译教学134.英汉动物习语比喻形象的文化差异135.从心理学角度探讨少儿英语教学136.英语教学中的英汉文化对比137.成功兴趣原理在英语教学中的运用138.习语翻译与文化差异探讨139.异化还是归化140.如何提高中学生的英语写作水平141.如何在英语阅读中扩大学生词汇量142.如何提高中学生的听力水平143.英语委婉语的交际功能144.中学生英语学习主动性的培养145.翻译法在外语教学中的地位146.英语歧义现象的归类与探析147.英语课堂中不同的课文解释148.如何在英语教学中扩大学生知识面149.本族语对学生学习英语的负面影响及其对策150.英汉基本颜色词文化寓意对比151.交际教学法的利弊谈152.翻译与性别153.中学生英语学习主动性的培养154.中西文学作品的译文比较155.英汉语言文化内涵对比浅析156.英汉语言文化内涵对比浅析--禁忌语，身势语157.海明威作品塑造的硬汉精神158.合同翻译（国际航运方向159.体育新闻术语分析160.活动教学法在小学英语教学中的应用实践161.当代西方电影的文化特征162.浅谈《理智与情感》163.提高英语阅读能力的方法164.试论英语专业四级写作技巧165.论文化背景与英语阅读理解的关系166.物理学翻译特点167.广告英语的特点及其翻译168.浅谈英语教师素质169.文化因素对英语翻译的影响170.小议英汉习语翻译中的文化差异171.浅谈利用新课标教材激发学生英语学习兴趣172.如何转换英语学习中的差生173.英语测试改革的必要性174.从英语词汇中看中英文化的差异175.英语人名的意义176.如何撰写商务计划书177.如何提高初中生的英语兴趣178.体态语在英语教学中的运用179.宗教文化对中英语言差异的影响180.翻译中的归化与异化现象181.文化与英语教学的关系182.英语情趣教学183.初中生英语学习心理训练的研究184.情景法在英语教学中的运用185.商业广告186.如何提高口译能力187.英语新闻的特点188.浅谈跨文化交际能力的培养189.海明威与菲茨杰拉德——两位“迷惘的一代”作家对比研究190.中学课堂交际法运用191.网络辅助英语教学192.英语词汇学习策略193.电影片名翻译194.口译翻译初探195.中国重点高校主页英文版建设现状调查196.语言水平与听力理解的关系197.应试教育对英语教学的影响2002级毕业论文选题(134题)1.基于多媒体技术的英语听力教学2.《傲慢与偏见》中的女性形象研究3.海明威式的英雄与拜伦式英雄4.广告语汉译的跨文化意识5.中国迪士尼，传统，新潮？6.英文电影在文化传播中的功用7.在英语教学中开发学生的非智力因素8.英语教学中处理英汉文化差异的对策9.中学英语教学中的阅读教学模式探讨10.计算机辅助英语教学环境下二语习得研究11.《自我之歌》的内涵浅析12.《苔丝》女主角自身悲剧研究13.从《老人与海》看海明威的人生哲学14.影响英语学习自主性的主要因素15.试论跨文化交际和教学策略中的问题16.Towards Portfolio: A New Approach for Assessment17.任务型教学模式的利弊18.手势语认知与跨文化交际19.行为举止认知与跨文化交际20.根据跨文化交际礼貌原则调节我们的行为举止21.从文化差异看英汉颜色词22.商标翻译的文化因素23.商务英语写作的文体风格24.商标名称的美学特征及其翻译25.中学情感教学26.英语委婉语的语言特点与跨文化交际27.中学英语课堂中的教学互动28.文化差异与翻译29.预测能力与听力理解30.图式理论与英语新闻听力理解31.怎样提高中学生阅读技能32.称赞语的中西文化对比研究33.汉英动物词语的文化内涵34.英汉动物习语比喻形象的文化差异35.英汉语基本颜色词的文化意义对比36.英语习语的特点及其翻译37.论法律英语的模糊性38.英语影视片名的翻译技巧39.论英文影片片名翻译原则40.美国俚语的语义与语境分析41.交际中的身体语言与文化42.中学新教材呈现环节研究43.科技英语新闻句子用法及其翻译44.外交文书的用法和外交翻译45.网络辅助教学在中学英语课堂中的合理应用46.英语教学资源的开发与利用47.中西自然神话比较48.惠特曼诗作风格分析49.华兹华斯与陶渊明田园诗的对比研究50.从《老人与海》看海明威的人生哲学51.教师在当代大学生心目中的地位52.英语教学无定法---各种教学法的优势互补53.中学英语教学法论54.文化差异对听力理解的影响55.有关动物的中国成语英译56.希思克厉夫的复仇之路57.从哈姆雷特的犹豫看人性的弱点58.哈姆雷特人物形象的分析59.服饰搭配与跨文化交际60.广告忠实问题带来的危机61.谈商贸英语翻译的原则62.文化研究语境下的译学研究取向63.新闻英语中模糊语研究64.英语词汇中一词多义的隐喻现象及其逻辑模式65.英语阅读中的内涵与外量问题研究66.论网络虚拟环境下外语学习者的语言输入67.互联网资源在任务型高中英语教学中的应用68.多媒体英语教学的利与弊69.英语专业教学技能训练研究70.误解形成的社会心理根源71.英语开始语的模式及应用策略72.英汉语颜色词的文化异同73.交际教学法的利弊74.非语言表达和英语课堂教学75.英语教学测试与学生自主学习76.英语课堂中的教学互动77.从狭义的角度看影响英语学习的非智力因素78.中英文化中“请求”言语的比较79.迪士尼卡通电影与外语教学80.初中英语教学中的口语教学模式探讨81.任务型教学应用于农村英语教育的适应性82.多媒体在中学英语教学中的运用83.《简爱》中的女性形象研究84.从性别观看苔丝的悲剧85.The influence of cultural differences on listening comprehension86.图式理论在词汇习得中的应用87.New Textbooks, Old Teaching Strategies?---- A Glance at the FLT in High Schools88.Reflections on the Practice of TBLT89.浅析哈代《还乡》中对荒原的背景描写90.长腿叔叔的人物形象分析91.运用―预测‖方法提高英语听力92.影响英语听力理解的因素分析93.英语听力课中的文化导入94.非语言因素对听力理解的影响95.圣地亚哥精神上的胜利—对《老人与海》中不同角色的解析96.<飘>中女主人公性格特点及其时代背景分析97.论海明威笔下的硬汉形象98.互评作用在外语教学中的作用99.学生喜欢何种评改方法调查报告100.如何提高初中生英语学习动机101.论中国大学生在会话中的语码混用现象研究102.排比手法在罗斯福总统和杜鲁门总统就职演说中的应用103.禽流感给人类带来的思考104.谈英语书名汉译105.中国菜谱英译方法与技巧106.从跨文化的角度研究广告翻译107.中学英语教学中的写作教学模式探讨108.信息转化活动在英语阅读教学中的应用109.中学英语教学中的听力教学模式探讨110.英语灾难类新闻惯用短语及其翻译111.封建制度下的男权主义及其渐结构112.从《老人与海》看海明威对生命意义的探索113.新课标下初中英语教法分析114.英语委婉语的语言特点及文化内涵115.关于交际策略和跨文化交际能力的研究116.互动式教学在培养学生自主学习能力的作用117.老师评改学生作文的可信度调查报告118.论英语教学中的讲授型教学与合作学习型教学119.委婉语中的隐喻机制120.Thoughts on the Practice of TBL T121.Essential Elements in Designing a Communicative Task in EFL Classroom 122.从莎士比亚到哈姆雷特到哈姆雷特的复仇123.商务领域中的跨文化交际124.狄更斯语言模糊性及其艺术效果125.跨文化交际中礼貌原则126.文化差异在商务谈判中的反映127.从狗的中英习语看文化习性128.英语学习中的俚语现象探索129.《20年后》文体分析130.文化研究语境下的译学研究取向131.英语习语的文化差异及其翻译132.文化差异与跨文化交际133.中国大学生英语运用错误调查研究134.跨文化在身体语言体现2003级毕业论文选题(97题)1. 浅谈旅游广告宣传品的英译2.网络机辅助英语教学环境下学生情感因素的培养3.英语听力中的语音障碍问题.4.论网络资源在英语国家国情课程教学中的作用5.流行文化对英语语言的影响6.中西文化中非语言交际的差异7.论英汉社交文化对比8.乐昌市中学英语教学师生关系的调查报告9.英汉语篇差异与翻译10.认知、词义与翻译11.跨文化视野中的异化与归化翻译12.狄更斯作品中的女性角色研究13.华兹华斯与陶渊明的自然观之比较14.《罗米欧与朱丽叶》与《柳荫记》中的人物形象比较研究15.杰克·伦敦作品中超人理念的变迁研究16.英语书名汉译基本技巧17.谈<<水浒传>>中骂的翻译18.含有数字“一”的汉英习语的隐含意义比较19.英汉广告双关语的修辞功能20.中学生在汉语环境下学习外语的心态调查21.从《傲慢与偏见》看简。
Learner Autonomy and Learning Strategies in EFL Learning
Learner Autonomy and Learning Strategies in EFL LearningAbstract:Autonomy is one of the goals of EFL teaching. And strategy training is an important approach to developing autonomy. This paper briefly reviews the theories and researches on learning strategies, including the definitions, classifications of the learning strategies, and how to prepare for and implement strategy training.Key words:autonomy learning strategy strategy trainingⅠAutonomy in language learningThe research on autonomy has long been conducted in various fields like psychology, education reform, and political philosophy etc. Modern research and practice on autonomy in the field of language education began with the establishment of Centre de Recherches et d’Applications en Langues (CRAPEL) at the University of Nancy, France, which aimed initially to advocate lifelong learning for adults. Holec (1981: 3), a leading figure within this field, defines autonomy as the ability to take charge of one’s own learning. Focusing on the characteristics of autonomous language learners, Gardner and Miller define autonomous language learners as those whoinitiate the planning and implementation of their own learning program’ (Gardner and Miller 1999: 6). Phil Benson (2001: 47) states that autonomy is a multidimensional capacity that will take different forms for different individuals, and even for the same individual in different contexts or at different times. Nevertheless, the key ide a emerging from these definitions is learner’s control over the whole learning process. As an attribute and capacity of the learner, autonomy is not only reflected in learning behaviors, but also represents learners’ belief of independence. They should be freed from the complete dependence on teachers and educational institutions. They need to develop the capacity of making decisions and taking actions concerning language learning. To reach the goal of autonomy, they need to be provided with the knowledge and the opportunities of practices on how to learn, how to exercise self-control, and how to develop their learning potentials.ⅡLearning strategies1. DefinitionsVarious approaches have been adopted and researched to foster learner autonomy and help learners become better language learners. Benson (2001) makes a summary of approaches to the development of autonomy including resource, technology, learner, classroom, curriculum and teacher-based approaches. Learner-based approaches focus directly on the production of behavioral and psychological changes that will enablelearners to take greater control over their learning (Benson, 2001: 142).They mainly consist of learning strategies and strategy training. Wenden (1991) researches the relationship between learning strategies and autonomy. He believes that learners who have acquired the learning strategies, the knowledge about learning, and the attitudes that enable them to use these skills and knowledge confidently, flexibly, appropriately and independently of a teacher, are autonomous (Wenden, 1991: 15).Researchers have defined learner strategy from different perspectives. For example Oxford (1990: 8) defines learning strategies as specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more transferable to new situations. Her definition focuses on the outcomes of learning p rocess. Willing’s (1988:7) definitions centers on specific procedures, stating that learning strategy is a specific mental procedure for gathering, processing, associating, categorizing, rehearsing and retrieving information of patterned skills. Cohen (1990: 5) defines learning strategies as learning processes which are consciously selected by the learner, drawing attention to the learner’s choice in learning process. The common characteristic of different ways of defining learner strategy is that the higher efficiency of language learning and using process is emphasized.2.Classifications of learning strategiesIn terms of strategy classification, since researchers have different understandings of language learning process, different schemes have been proposed. O’malley and Chamot (1985) first divided learning strategies into three categories of metacognitive, cognitive, and social. This classification has been widely adopted by other researchers such as Oxford(1990) and Cohen (1998).Metacognitive strategies mainly concern the knowledge about learning, for example how to make plans, set and adjust learning goals, monitor language input and output process, and evaluate and reflect on learning performance.Cognitive strategies are adopted by learners to deal with specific learning activities, which include how to identify, retain, retrieve and use the necessary language material (e.g. concentrating on learning tasks, guessing the meaning of unfamiliar word by way of context, using visual imagery for better understanding of language material, and using inductive and deductive reasoning).Affective strategies will help learners view themselves positively. With these strategies, learners can regulate their emotions, motivations, and attitudes. They can as well reduce anxiety and become self-encouraged. (e.g. building confidence in learning a foreign language, avoiding shyness and anxiety in learning process, and offering help to other learners).Social strategies help learners manage the relationship with other learners,teachers and native speakers (e.g. asking for clarification and verification, cooperating with other learners, and developing awareness of cultural differences).Cohen and Weaver (2006: 33-34) present classifications of strategies by goal, skills, and function. From the perspective of goal, they hold that strategies fall into groups of language learning strategies and language use strategies. In the former group, there can be a range of strategies like identifying, distinguishing, grouping the language material, practicing material through participation in classroom activities and homework, and committing the material to memory. In the latter group, there are four subsets: retrieval strategies are the conscious processes that learners use to call up language material from storage; rehearsal strategies are conscious processes for practicing target language structures before using them; communication strategies are conscious processes used by learners to convey a message that is both meaningful and informative for the listener or reader when they don’t have all the language they need; covert strategies are conscious processes that learners use to create an appearance of language ability so as not to look unprepared, foolish, or even stupid.●s trategies which are easy to understand and practice;●strategies which have already been used by the students but to a limited extent and with a low frequency;●strategies which can be extensively used in acquiring knowledge and skills;●strategies closelyrelated to the students’learning tasks and goals;And since the ultimate goal of strategy training is to empower students by allowing them to take control of the language learning process (Cohen, 1998:70), students need to be encouraged to select their own strategies that they believe to be beneficial to their language learning.ⅣConducting strategy trainingVarious approaches have been taken to conduct strategy training, among which no single one has been proved to be the best since different approaches are designed to fit into different contexts. Cohen reviews the options for providing strategy training, which include: general study-skills training which is separate from the language course, awareness training both through lectures and through workshops, peer tutoring, the insertion of strategy discussions directly into the textbooks, videotaped mini-courses, and strategies-based instruction in which strategy training is fully integrated into the language curriculum under the guidance of the teacher (Cohen, 1998: 74).O’Malley and Chamot (1990: 152) talk about the divergence of researchers’opinions on how to implement strategy instruction. Some favor separate instruction in that strategies are generalizable to many contexts and students will learn strategies better if they focus on developing strategic processing skills instead of trying to learn content at the same time. While people who favor integrated instruction believe that practicing strategies on authentic academic and language tasks can facilitates the transfer of strategies to similar tasks encountered in other classes. Similarly researchers’ opinions vary as to carrying out direct or embedded strategy instruction. In direct instruction, students are informed of the value and purpose of strategy training, whereas in embedded instruction, students are presented with activities and materials structured to elicit the use of the strategies being taught but are not informed of the reasons why this approach to learning is being practiced (O’Malle y and Chamot, 1990: 153). The studies concerning the two contradictory ways of strategy instruction reveal that direct instruction works better in helping students become autonomous learners. Thus many researchers prefer direct instruction to embedded one (O’Malley and Chamot, 1990: 154)Cohen (1998: 70) uses the term explicit strategy training to refer to the way of directly informing the students of the value, purpose and rationale of learning strategies. And he introduces three explicit approaches to strategy training, one of which was proposed by Oxford et al. (1990). The sequence of this approach can be briefly expressed as the following:1.ask learners to do a language activity without any strategy training;2.have them discuss how they did it and how the strategies they adopted may have facilitated their learning process;3.introduce new strategies and inform students of the rationale for strategy use. Learners are encouraged to include new strategies into their learning repertoires;4.allow students time to practice the new strategies with language tasks;5.show students how to transfer the strategies to other tasks;6.provide students practice to use the strategies with new tasks and allow them to make choice about the strategies they will use to complete the task;7.help students understand how to evaluate the success of their strategy use.Other researchers have also proposed their approaches emphasizing explicit training (Pearson and Dole, 1987; Chamot and O’Malley, 1994; Jones et al, 1987; Hosenfeld et al, 1981) What is common in the structures of these approaches is the similar sequence of conducting strategy training. In all of these approaches, the use, value, and rationale of the strategy are emphasized. Besides, students have theopportunity to practice the new strategies and learn how to transfer them to other learning tasks. And they also learn how to monitor their performance and evaluate the strategies.ⅤConclusionThe goal of researching learning strategies and conducting strategy training is to help students have better language learning performances and become autonomous language learners. To achieve such a goal, the strategies that so far have been identified need to be adapted to meet the needs of the specific groups of students. And the most suitable way of conducting strategy training for a given group of students needs to be discovered by combining the advantages of alternative ways and with accor dance to the specific learners’ needs and context features.References:[1]Benson.The philosophy and politics of learner autonomy’ In P. Benson and P. V oller (eds) Autonomy and Independence in Language Learning. London: Longman, 1997.[2]Benson. Teaching and Researching Autonomy in Language Learning. Pearson Education Limited, 2001.[3]Cohen. Language Learning: insights for learners, teachers, and researchers. Newbury House / Harper & Row, 1990.[4]Cohen. Strategies in Learning and Using a Second Language. Addison Wesley Longman Limited, 1998.[5]Cohen and Weaver. Styles- and Strategies-Based Instruction: A Teachers’ Guide. Beijing: Foreign Languages Teaching and Research Press, 2006.[6]Gardner and Miller. Establishing Self-Access: From Theory to Practice. Cambridge: Cambridge University Press, 1999.[7]O’Malley and Chamot. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press, 1990.[8] Rowley, Mass. Language Learning Strategies: what every teacher should know. Newbury House, 1990.[9]Wenden. Learner Strategies for Learner Autonomy. London: Prentice Hall International, 1991.[10]程晓堂,郑敏.英语学习策略.北京:外语教学与研究出版社,2002.。
学校工作总结标题大全
学校工作总结标题大全1. "Reflecting on a Year of Growth: A Comprehensive School Work Summary"2. "Driving Change and Innovation: A School Work Summary"3. "Achieving Excellence Together: A School Work Summary"4. "Embracing Challenges, Celebrating Success: A School Work Summary"5. "Empowering Students, Inspiring Teachers: A School Work Summary"6. "Transforming Education: A School Work Summary"7. "Building Stronger Communities: A School Work Summary"8. "Collaboration and Education: A School Work Summary"9. "Enriching Minds, Shaping Futures: A School Work Summary"10. "Promoting Inclusivity and Diversity: A School Work Summary"11. "Educating for the Future: A School Work Summary"12. "Nurturing Creativity, Fostering Growth: A School Work Summary"13. "Leading Change, Inspiring Education: A School Work Summary"14. "Adapting to a Digital Era: A School Work Summary"15. "Creating a Culture of Continuous Learning: A School Work Summary"16. "Creating a Safe and Inclusive Learning Environment: A School Work Summary"17. "Innovative Practices in Education: A School Work Summary"18. "Developing 21st Century Skills: A School Work Summary"19. "Promoting Student Engagement and Well-being: A School Work Summary"20. "Fostering a Love for Learning: A School Work Summary"21. "Promoting Parent and Community Involvement: A School Work Summary"22. "Building Resilient Learners: A School Work Summary"23. "A Year of Creating Opportunities: A School Work Summary"24. "Enhancing Student Achievement: A School Work Summary"25. "Strategic Planning for a Successful School Year: A School Work Summary"26. "Promoting a Culture of Respect and Kindness: A School Work Summary"27. "Strengthening Teacher Professional Development: A School Work Summary"28. "Building Partnerships for Student Success: A School Work Summary"29. "Promoting Global Citizenship: A School Work Summary"30. "Empowering Students to Lead: A School Work Summary"31. "Creating a Sense of Belonging: A School Work Summary"32. "Promoting Student Voice and Agency: A School Work Summary"33. "Cultivating Future Leaders: A School Work Summary"34. "Enhancing School Culture and Climate: A School Work Summary"35. "Prioritizing Student Well-being: A School Work Summary"36. "Promoting Equity in Education: A School Work Summary"37. "A Year of Promoting STEAM Education: A School Work Summary"38. "Building Strong Foundations for Literacy: A School Work Summary"39. "Strengthening Social-Emotional Learning: A School Work Summary"40. "Promoting Environmental Awareness: A School WorkSummary"41. "Innovative Approaches to Assessments: A School Work Summary"42. "Promoting Physical Education and Health: A School Work Summary"43. "Enhancing Communication and Collaboration: A School Work Summary"44. "Addressing Academic Challenges: A School Work Summary"45. "Supporting Students with Special Needs: A School Work Summary"46. "Promoting Intercultural Understanding: A School Work Summary"47. "Striving for Excellence in Arts Education: A School Work Summary"48. "Promoting Responsible Digital Citizenship: A School Work Summary"49. "Creating a Positive Classroom Environment: A School Work Summary"50. "Celebrating Diversity and Cultural Heritage: A School Work Summary"51. "Promoting Career and College Readiness: A School Work Summary"52. "Building Resilient Communities: A School Work Summary"53. "Collaborative Strategies for Student Success: A School Work Summary"54. "Instilling a Love for STEM Education: A School Work Summary"55. "Creating Pathways to Success: A School Work Summary"56. "Promoting Student Leadership Opportunities: A School Work Summary"57. "Strengthening Family Engagement: A School Work Summary"58. "Implementing Best Practices in Instructional Design: A School Work Summary"59. "Creating a Supportive Environment for English Language Learners: A School Work Summary"60. "Promoting Financial Literacy: A School Work Summary"61. "Empowering Educators through Professional Learning Communities: A School Work Summary"62. "Promoting a Growth Mindset: A School Work Summary"63. "Enhancing Learning Opportunities through Technology: A School Work Summary"64. "Addressing the Needs of At-Risk Students: A School Work Summary"65. "Promoting Student-Centered Learning: A School Work Summary"66. "Building Bridges between Education and Industry: A School Work Summary"67. "Developing Critical Thinking Skills: A School Work Summary"68. "Promoting Positive Behavior Support: A School Work Summary"69. "Strengthening School-Home Partnerships: A School Work Summary"70. "Promoting Health and Wellness in Schools: A School Work Summary"71. "Creating a Culture of Academic Excellence: A School Work Summary"72. "Promoting Multilingual Education: A School Work Summary"73. "Improving Attendance and Dropout Rates: A School Work Summary"74. "Ensuring Access to Quality Education: A School Work Summary"75. "Promoting Cultural Competence in Education: A School Work Summary"76. "Responding to Emergency Situations: A School Work Summary"77. "Creating Opportunities for Student Voice and Agency: A School Work Summary"78. "Developing Social Skills and Emotional Intelligence: A School Work Summary"79. "Promoting Inclusive and Respectful Classrooms: A School Work Summary"80. "Strengthening School Leadership: A School Work Summary"81. "Promoting Student Independence and Autonomy: A School Work Summary"82. "Celebrating Diversity in Literature: A School Work Summary"83. "Promoting Literacy Across all Subjects: A School Work Summary"84. "Promoting a Sense of Belonging Through School Activities:A School Work Summary"85. "Enriching the Learning Environment through Field Trips: A School Work Summary"86. "Promoting Effective Teaching Strategies: A School Work Summary"87. "Preparing Students for the Digital Age: A School Work Summary"88. "Promoting Student-Led Initiatives: A School Work Summary"89. "Creating a Respectful and Accepting School Climate: A School Work Summary"90. "Developing Collaborative Problem-Solving Skills: A School Work Summary"91. "Promoting Healthy Relationships and Preventing Bullying: A School Work Summary"92. "Enhancing School Safety and Security: A School Work Summary"93. "Promoting Parent Engagement and Involvement: A School Work Summary"94. "Creating Opportunities for Student Creativity: A School Work Summary"95. "Promoting Cultural Awareness and Appreciation: A School Work Summary"96. "Developing a Sense of Social Responsibility: A School Work Summary"97. "Promoting Ethical Decision-Making: A School Work Summary"98. "Creating a Positive School Climate through Restorative Practices: A School Work Summary"99. "Promoting Student Resilience and Grit: A School Work Summary"100. "Strengthening School-Community Partnerships: A School Work Summary"。
中学英语教学中教师课堂角色与学习者自主学习_英文_
本栏目责任编辑：万艳丽公共英语教学1Learner AutonomyBroadly speaking,an autonomous English language learner is one that is not dependent on the teacher all the time and does not think the teacher is totally responsible for her learning.Learner autonomy is that a learner develops the "ability to take charge of his or her own learning".It is such an important topic in language pedagogy that many linguists and scholars abroad and at home has devoted much energy to it.Holec's book Autonomy and Foreign Language Learning in 1981is a symbol showing that autonomy has become a hot topic in language pedagogy in western countries.Littlewood (1996)claims,"The use of the term has now reached the stage which 'communicative'and 'authentic'had reached by the end of the 1980s ..."Over the past two decades,learner autonomy has been considered as a necessary condition of effective way in language learning,and "as a defining characteristic of all sustained learn -ing that attains long -term success (Little 1996)".In China,learner autonomy is also much discussed,which has been attracting an increasing attention since early 1990s.A number of researchers have been devoting themselves to the study of learner autonomy and many research papers have been published ever since ,such as Li,1998;Hua,2001;2002;He,2003;Chen 2008.However,most of the research are conducted for the purpose of improving language learning in higher education field,and lit -tle interest has ever been focused on the language teaching and learning in middle school,which no doubt deserves a good ne -cessity to be paid attention to.2Teachers'Role in Language Teaching and Learner Autonomy in Middle SchoolIt is generally believed that the teacher plays an important part in the learner's English learning process,who to a certain extend decides the effect of the learner's language and learning result.According to our investigation,most of the students who succeeded in their language learning admit that they owe a greatdeal to their teachers in the language leaning.Learners become learner autonomy through their own effort,but also teacher weighs greatly in their development of the skills and ability to learn autonomously.In other words,autonomous learning will never be a kind of learning without the teacher's participation and devotion.Based on some surveys of scholars abroad and at home,stu -dents do not become autonomous learner automatically,that is they are not "ready"for autonomous learning.Learner autonomy doesn't mean the teacher will leave the task of language learning to the students.Actually,in learner autonomy,the teacher will take up more responsibilities and will perform more function than ever before.Especially,in middle school,the students are not talented enough and organize their learning process,the teacher,without any doubt,should act more bravely and actively as com -prehensive roles with the purpose of promoting the learner auton -omy.2.1The Teacher is a Goal -setterFor every stage in the course of English learning in middle school,there is a set teaching and learning goal.It is the teacher who should act as the goal -setter for the students:the goal for language learning and the goal for the specific steps in enhancing their learner autonomy.With the goal,the students will know what to study and practice both in and out of the English classes,and what to do in the language learning and develop their ability to learn English autonomously step by step.2.2The Teacher is a Motivation -arouserLearner autonomy depends on the learners'ability to master English and their interests in language learning and practice,es -pecially in middle school.The students in middle school do not have a clear understanding of the importance of English learning,and thus do not develop their ability with clear motivation.Gen -erally speaking,their lack of motivation will result in their reluc -tance in participating in classroom learning and outside -class au -tonomous practice activities.In a sense,the success of au -收稿日期：2010-09-10修回日期：2010-10-08作者简介：龚晓莉，女，本科，从事中学英语教学。
提高学习自主性阻碍因素
提高学习自主性的阻碍因素【摘要】由于计算机技术的兴起和全世界范围内网络环境下语言教学和语言学习的普及,研究者给予了学习自主性以关注。
最近,旨在提高英语学习者学习自主性和学习效果的有关自主学习的研究得以深入发展。
本文分析现时教学状况及学习自主性的相关文献资料。
接着,本文探讨了阻碍英语学习者学习自主性提高的一些因素并提出创建良好的自主学习环境能激发学习者学习英语的兴趣和动机。
【关键词】学习自主性、阻碍、角色some barriers to promoting learner autonomywukun【abstract】the focus on learner autonomy may be partially related to the rise of computer technology and the popularity of language teaching and learning under network environment worldwide. thus, recent researches in pedagogy concerning autonomous learning have been explored a lot, aiming at encouraging english learners’learner autonomy and improving learners’english learning effectiveness. the paper analyzes the current teaching context and presents a critical review of the literature on learner autonomy. then, it investigates some barriers to promoting learner autonomy. it is found thatexposure to a good autonomous learning environment can stimulate english learners’ interest and motivation in english language learning.【key words】learner autonomy; barriers; rolesi.introductionthe theory and practice of learner autonomy has become a popular issue in language learning. learner autonomy has been promoted across the world and, consequently, has gained currency as a buzzword in language learning and teaching (little, 1999). it is necessary for efl teachers to give a deep insight into the nature of learner autonomy and actually an increasing number of teachers in china are concentrating on inspiring the students’independent abilities in learning english. many language teachers are convinced of the importance of incorporating principles of learner autonomy into their practice, they have done a lot of programs to promote the students autonomy (dai, 2004). however, chinese learner autonomy in english learning is still at a low level. students seldom read or listen, let alone write or speak. they lack self-discipline and perseverance to learn english autonomously. it is found that cultivating students’autonomous learning in english teaching may be an effectiveway after carefully studying the modern theories of language teaching and learning. the present paper analyzes the mainly existing barriers to promoting learner autonomy in china.2.ii.current teaching contextafter studying english for over ten years, most university students still feel puzzled or even at a loss to learn english effectively. understanding english is referred to as a tough task, whereas expressing themselves clearly and fluently in spoken or written english is seen as much more difficult. many students capable of passing some english tests with high scores may be poor at applying the language into real situations. recently, college english education in china has made striking progress, remarkable changes and achievements sweeping across the whole country. however, what can’t be ignored is that chinese students’ability to use english is still rather limited. unfortunately, teaching english as a foreign language in china still remains a lot to be desired.looking back to the debates on autonomous learning, people can undoubtedly detect one of the origins: holec’s book autonomy and foreign language learning, published in 1980. holec (1981) has defined autonomy as “the ability to takecharge of one’s own learning”. since then, it has been a topic of widespread discussion. great progress has been made in the exploration of autonomy. dickinson (1987:11) develops the definition of autonomy as “a situation in which the learner is totally responsible for all of the decisions concerned with his (or her) learning and the implementation of those decisions.” littlewood (1996:12) sees autonomy mainly as “learners’ ability and willingness to make choices independently.”the term autonomy has come to be used in at least five ways (benson & voller, 1997:2):a. for situations in which learners study entirely on their own;b. for a set of skills which can be learned and applied in self-directed learning;c. for an inborn capacity which is suppressed by institutional education;d. for the exercises of learner’s responsibility for their own education;e. for the right of learners to determine the direction of their own learning.as mcdevitt (1997:34) argued that “the end product of education is an independent learner”. cultivatinglearners’ autonomy should be regarded as the ultimate goal that teachers or educators try to pursue.iii.barriers to promoting learner autonomyautonomous learners are capable of setting goals, choosing materials and strategies, performing tasks and assessing their learning. autonomous learners should be able to make important plans about what is to be learned, as well as when and how to learn it. some factors of metacognitive, social and affective strategies influence or reflect english learners’ psychological state.3.1from the angle of metacognitive strategynowadays, with the development and application of the multimedia technology in education, network learning has increasingly become one of the major ways of learning. network metacognition is the self-consciousness and self-experience of their own network cognitive activities. the learners with proper metacognitive strategy can efficiently define learning demand, supervision, and evaluation, correct their own network learning activities and improve their own learning strategies timely. thus, the network environment should be a place where the learners can explore extensively and study happily. in such an environment, the learners canfreely make use of various media and resources to complete their learning tasks. so the teachers and the students have to change their deep-rooted concepts about how to teach and learn. the teachers have tried to change their roles from the instructor of knowledge and the manager of the educational instruction to the creator of network learning environment and the initiator of network learning strategy. however, a number of english learners still wrongly consider language learning should undoubtedly be guided and instructed by the teachers. therefore, it is likely for them to be indifferent to the cultivation of autonomous learning andlearner-centered teaching pattern. negative learning attitude weakens learning motivation; the lack of learning motivation disturbs the implementation of leaner autonomy. besides, as proved by many findings, chinese students are more instrumental than integrative when learning english-they learn english mainly because of wanting to pass exams or get well-paid jobs not because of personal interest or inner need. so students often complain teaching content is not related to band four or six. actually, the combination of two types of motivation-instrumental motivation and integrative motivation, is one of the best ways to facilitate englishlearning .3.2from the angle of social strategysocial strategies involve cooperation with others to achieve a common goal. it is found that students haven’t shown the cooperative and participant spirit and awareness in real study activities. for lack of cooperative learning, the foundation of students’ learning autonomously can be undermined. on one hand, the students are seldom offered opportunities to participate in the class activities or speak their own voice. in the traditional teaching, not knowing and analyzing learners’needs, the teachers blindly give a large amount of output while the learners passively get input. on the other hand, many students are unwilling to show themselves and exert their strong points. they are afraid that others consider them arrogant. english teachers are not the absolute determiner of every teaching activity. students should be given sufficient chances to develop their cooperation, participation and autonomy.3.3from the angle of affective strategyaffective strategies as well as social strategies concern the ways in which teachers or learners select to interact withother learners. a relaxing and harmonious classroom setting created by the teacher and the students with active interaction and affective communication helps improve the learning results. it is admitted that any neglect of teacher control may lead to a disorganized environment in which effective learning cannot possibly occur. however,teacher-centeredness often goes too far in the real teaching context due to certain factors. in the traditional teaching mode, laying too much emphasis on how to teach but looking down on how to learn is a great barrier to promoting learner autonomy. some teachers arbitrarily decide what to teach and how to teach; some pay little attention to individuals’difference; others have difficulty understanding learners’needs. more seriously, they lack affective communication and ignore the influence of affective factors on english teaching. however, during the communication process, the students may acquire valuable advice. it helps them to carry out effective communicative activities, develop the habit of active participation, hold the healthy attitude, and accept all useful ideas.iv.conclusionas mentioned above, the factors influencing learnerautonomy involve attitude, belief, motivation, culture and etc. we should reduce the negative points to the minimum and exert the positive ones to the utmost. teachers should focus on developing students’active attitudes and inspiring their independent spirit as autonomous learners. thus, the teachers who are conscious of the need for cultivating students’autonomous learning must create a supportive andnon-threatening environment where students’ autonomous learning is greatly advocated and ultimately enhanced in the learning process. another point worthy of paying attention to is adjusting the roles of teachers and students, which can be regarded as the key to the success of promoting autonomous learning.references[1]benson, p., & voller, p. 1997. introduction: autonomy and independence in language learning. in p. benson &voller (eds.), autonomy and independence language learning (pp. 1-12). london: longman.[2] dickinson, l. 1987. self-inspection in language learning. cambridge: cambridge university press.[3]holec, h. 1981. autonomy and foreign language learning. oxford: pergamon press[4] little, d. 1999. learner autonomy in language learning: defining the field and effecting change (pp.11-18). frankfurt: peter lang[5]littlewood, w. 1996. autonomy: an anatomy and a framework. system 24/4: 427-435.[6]mcdevitt, b. 1997. learner autonomy and the need for learner training. language learning journal 16:34-39.[7]戴军熔. 2004(5). 普通高中学生英语自主学习能力调查与分析.中小学外语教学收稿日期:2009-08-24。
双减英语作文加翻译
双减英语作文加翻译Title: The Double Reduction Policy: Its Impact on Education。
Introduction:In recent years, China has implemented the Double Reduction Policy, aiming to alleviate the burdens of students and parents by reducing both academic workload and after-school tutoring. This policy has sparked widespread discussion and debate regarding its implications for education. In this essay, we will delve into the effects of the Double Reduction Policy on English education.Impact on Academic Workload:The Double Reduction Policy has significantly decreased the academic workload for students, particularly in subjects like English. With reduced emphasis on rote memorization and intensive exam preparation, students nowhave more time to explore the language creatively and develop a deeper understanding of its nuances. Instead of focusing solely on test scores, educators can prioritize holistic language acquisition, fostering critical thinking and communication skills.Furthermore, the policy has led to a shift in teaching methodologies, encouraging interactive and student-centered approaches in English classrooms. This departure from traditional lecture-style teaching has enhanced student engagement and motivation, as learners actively participate in discussions, debates, and collaborative projects. By promoting interactive learning experiences, the Double Reduction Policy has made English education more dynamic and effective.Impact on English Tutoring:The Double Reduction Policy has also affected the landscape of English tutoring in China. Previously, many students relied heavily on after-school tutoring to supplement their classroom learning and prepare for exams.However, with restrictions on tutoring hours and the prohibition of certain for-profit tutoring institutions, there has been a decline in the prevalence of English tutoring.While some argue that this decline may hinder students' English proficiency, others view it as an opportunity to foster independent learning and self-motivation. Without excessive reliance on tutoring, students are encouraged to take ownership of their learning journey, utilizing resources such as online platforms, language exchange programs, and self-study materials. This shift promotes autonomy and resilience, essential qualities for lifelong language learners.Challenges and Opportunities:Despite the positive aspects of the Double Reduction Policy, challenges remain in ensuring equitable access to quality English education. Disparities may arise between urban and rural areas, as well as among socio-economic groups, exacerbating existing inequalities in educationalopportunities. Addressing these disparities requires targeted interventions, such as investing in teacher training, improving infrastructure, and expanding access to digital resources.Moreover, while reducing academic pressure is laudable, it is essential to maintain academic rigor and standards in English education. Striking a balance between reducing workload and upholding educational quality is crucial to ensure that students develop the language skills necessary for academic and professional success.Conclusion:In conclusion, the Double Reduction Policy has brought significant changes to English education in China, reducing academic workload and reshaping the landscape of tutoring. While these changes present both challenges and opportunities, they ultimately signal a paradigm shift towards more holistic and student-centered approaches to language learning. By addressing the needs of students and promoting innovation in teaching methodologies, China cancultivate a generation of English learners equipped with the skills and competencies needed to thrive in an increasingly interconnected world.。
人工智能与英语教学 学术文章
人工智能与英语教学学术文章Artificial intelligence (AI) has been increasingly integrated into various aspects of education, including language learning and teaching. In the field of English language education, AI has the potential to revolutionize the way students learn and teachers instruct. From automated language assessment to personalized learning experiences, AI offers a wide range of opportunities to enhance English language teaching and learning. However, it also raises concerns about the potential impact on human teachers and the quality of education. In this article, we will explore the implications of AI in English language education from multiple perspectives.From the perspective of language learners, AI has the potential to provide personalized and adaptive learning experiences. AI-powered language learning platforms can analyze students' strengths and weaknesses, and tailor learning materials and activities to their individual needs. This personalized approach can help students improve theirEnglish language skills more effectively and efficiently. Furthermore, AI can provide instant feedback on students' language production, such as pronunciation and grammar, which can help them identify and correct errors in real time. This immediate feedback can enhance students' language learning experience and motivation.On the other hand, some educators and experts have expressed concerns about the potential impact of AI on the role of human teachers in English language education. As AI technology continues to advance, there is a fear that it may replace human teachers in the classroom. While AI can certainly support and supplement teachers' instruction, it cannot fully replace the human touch and empathy that teachers provide. Human teachers play a crucial role in not only teaching language knowledge and skills but also fostering students' socio-emotional development andcritical thinking. Therefore, it is essential to strike a balance between the use of AI and the role of human teachers in English language education.In addition, the integration of AI in English languageeducation raises questions about the quality andauthenticity of language learning. AI-powered language learning platforms often use pre-programmed language models and datasets to generate language exercises and assessments. However, these materials may not always reflect the diverse and dynamic nature of authentic language use. Language learners may be exposed to a narrow range of language patterns and cultural contexts, which could limit their communicative competence and intercultural understanding. Therefore, it is important to critically evaluate the authenticity and relevance of AI-generated languagematerials in English language education.Moreover, the use of AI in language assessment has both benefits and challenges. On one hand, AI-powered assessment tools can provide objective and consistent evaluations of students' language proficiency, which can be particularly useful for large-scale assessments. These tools can analyze students' language production, such as speaking and writing, and provide detailed feedback on their performance. However, there are concerns about the fairness and bias of AI-powered assessment, especially for language varieties andaccents that are not well-represented in the training data. It is important to ensure that AI-powered language assessment tools are fair, inclusive, and culturally sensitive to accurately evaluate students' language proficiency.Furthermore, the ethical and privacy implications of AI in English language education cannot be overlooked. AI-powered language learning platforms often collect and analyze large amounts of learners' data, such as their language production, learning progress, and behavioral patterns. There is a need to ensure that learners' privacy and data security are protected, and that their consent is obtained for the collection and use of their data. Additionally, it is important to consider the ethical implications of using AI to interact with language learners, such as chatbots and virtual language tutors. It is crucial to design AI systems that prioritize learners' well-being and respect their autonomy and agency in the language learning process.In conclusion, the integration of AI in Englishlanguage education offers both opportunities and challenges. AI has the potential to provide personalized learning experiences, instant feedback, and objective language assessment. However, it also raises concerns about the impact on human teachers, the quality and authenticity of language learning, fairness in assessment, and ethical considerations. It is essential to critically evaluate the implications of AI in English language education from multiple perspectives, and to ensure that AI is used to enhance, rather than replace, the role of human teachersand the quality of language learning.。
游戏在英语教学中的应用
游戏在英语教学中的应用【摘要】The use of games in English teaching has become increasingly popular as a fun and effective method to engage students in learning. Games are beneficial in many aspects, such as improving students' motivation to learn English, enhancing their speaking skills, expanding vocabulary, fostering teamwork, and promoting learner autonomy. The importance of incorporating games in English teaching is evident in the positive impact they have on students' learning experience. Looking ahead, games have the potential to further revolutionize English teaching by incorporating technology and adapting to different learning styles. However, there are also challenges such as ensuring that games are educational and impactful, and addressing the accessibility and equality of game-based learning resources. By recognizing the importance of games in English teaching, addressing current limitations, and implementing improvements, educators can maximize the benefits of incorporating games in the classroom.【关键词】游戏在英语教学中的应用，学生学习积极性，英语口语能力，词汇量，团队合作意识，自主学习，重要性，发展前景，不足，改进措施。
英语分层阅读的英语作文
英语分层阅读的英语作文Title: The Benefits of English Tiered Reading。
English tiered reading, also known as English graded reading, is an effective method for language learners to enhance their reading skills. This approach categorizes reading materials into different levels of difficulty, allowing learners to gradually progress from simpler texts to more complex ones. In this essay, we will explore the benefits of English tiered reading and how it aids in language acquisition.First and foremost, English tiered reading provides learners with a structured framework for improving their reading proficiency. By organizing reading materials into levels based on vocabulary, grammar, and complexity, learners can systematically advance at their own pace. This structured approach helps learners build confidence as they tackle progressively challenging texts, leading to steady improvement in their reading comprehension skills.Moreover, English tiered reading offers learners exposure to a wide range of vocabulary and language structures. Each level introduces new words and grammatical concepts, allowing learners to expand their linguistic repertoire gradually. This exposure to diverse language patterns enhances learners' ability to understand and interpret various types of texts, ultimately enrichingtheir overall language proficiency.Furthermore, English tiered reading promotes autonomous learning by encouraging learners to take ownership of their language development. With a variety of reading materials available at different levels, learners have theflexibility to choose texts that match their interests and abilities. This autonomy empowers learners to take charge of their learning journey, fostering a sense of independence and self-motivation.In addition, English tiered reading facilitates the development of critical thinking skills. As learners engage with texts of increasing complexity, they are challenged toanalyze and evaluate information more deeply. This process encourages active comprehension and fosters the ability to make connections between ideas, ultimately strengthening learners' analytical skills.Furthermore, English tiered reading supports language acquisition by integrating reading with other language skills. Through exposure to authentic texts, learners not only improve their reading comprehension but also enhance their listening, speaking, and writing abilities. This holistic approach to language learning ensures that learners develop a well-rounded proficiency in English.Moreover, English tiered reading caters to the diverse needs and learning styles of individual learners. Whether learners are visual, auditory, or kinesthetic learners, they can benefit from the variety of reading materials and accompanying resources available in English tiered reading programs. This inclusivity ensures that all learners have access to materials that suit their preferences and learning preferences.In conclusion, English tiered reading is a valuabletool for language learners seeking to improve their reading skills. By providing a structured framework, exposing learners to diverse language, promoting autonomous learning, fostering critical thinking skills, integrating language skills, and accommodating diverse learning styles, English tiered reading facilitates effective language acquisition. As learners engage with texts of varying levels ofdifficulty, they develop the confidence, proficiency, and autonomy necessary to become proficient readers in English.。
新课标改革大纲英语作文
新课标改革大纲英语作文标题，The Impact of the New Curriculum Reform on English Learning。
In recent years, the new curriculum reform in China has brought significant changes to the education system, particularly in the realm of English learning. This reform aims to cultivate students' comprehensive abilities and creativity, placing more emphasis on practical skills and critical thinking. In this essay, we will explore the impact of the new curriculum reform on English learning, focusing on various aspects such as teaching methods, curriculum content, and student outcomes.First and foremost, the new curriculum reform has revolutionized teaching methods in English classrooms. Traditional teaching methods, which often prioritize rote memorization and grammar drills, have gradually been replaced by more interactive and student-centered approaches. Teachers now adopt a communicative languageteaching (CLT) approach, encouraging students to engage in real-life communication and problem-solving activities.This shift has made English learning more enjoyable and effective, as students actively participate in class discussions, group activities, and role-plays, thereby improving their speaking and listening skills.Furthermore, the curriculum content has been updated to reflect real-world contexts and students' interests.Instead of focusing solely on grammar rules and vocabulary memorization, the new curriculum integrates various topics such as global issues, cultural diversity, andtechnological advancements. This not only enhancesstudents' language proficiency but also broadens their horizons and fosters cross-cultural understanding. For example, students may learn English through analyzing international news articles, watching English documentaries, or discussing environmental issues in English-speaking countries. By connecting language learning with real-life experiences, the new curriculum reform makes Englishlearning more meaningful and relevant to students' lives.Moreover, the new curriculum reform emphasizes the development of students' critical thinking and creativityin English learning. In addition to language skills, students are encouraged to think critically, analyze information, and express their ideas fluently in English. Teachers design various activities such as debates, presentations, and projects to stimulate students' critical thinking and creativity. For instance, students may beasked to research and present their opinions oncontroversial topics such as climate change, social justice, or artificial intelligence. Through these activities, students not only improve their English proficiency butalso develop essential skills such as problem-solving, collaboration, and communication, which are crucial fortheir future success in an increasingly globalized world.Furthermore, the new curriculum reform promotes learner autonomy and lifelong learning in English education.Instead of passively receiving knowledge from teachers, students are encouraged to take ownership of their learning process and actively seek opportunities for self-improvement. Teachers act as facilitators and guides,providing resources, feedback, and support to help students achieve their learning goals. This learner-centered approach empowers students to become independent and motivated learners who are capable of continuous self-improvement beyond the classroom. They are encouraged to explore authentic English materials such as books, movies, music, and online resources to enhance their languageskills and cultural awareness. By fostering learner autonomy and lifelong learning habits, the new curriculum reform equips students with the skills and mindset necessary to thrive in the rapidly changing world.In conclusion, the new curriculum reform has had a profound impact on English learning in China, revolutionizing teaching methods, updating curriculum content, promoting critical thinking and creativity, and fostering learner autonomy and lifelong learning. While challenges remain in implementing the reform effectively, such as resource allocation, teacher training, and assessment methods, the benefits are undeniable. English learning has become more engaging, meaningful, and student-centered, preparing students to communicate effectively inEnglish and succeed in an increasingly interconnected world. As the reform continues to evolve, it is essential to harness its potential and address its challenges to ensure that every student has the opportunity to develop their English proficiency and become global citizens.。
learner autonomy(little2002)
Learner autonomy and second/foreign language learningAuthor: David LittleAbstractThis article defines the autonomous learner; summarises arguments in favour of helping language learners to become autonomous; briefly considers the process of 'autonomisation' in language classrooms and self-access learning schemes; identifies some principal lines of research; and concludes by suggesting that the Council of Europe's European Language Portfolio may bring 'autonomisation' to much larger numbers of learners than hitherto and in doing so may provide an important focus for research.Table of ContentsDefinitionsWhy learner autonomy?Helping language learners to become autonomousResearchCurrent developments and future trendsBibliographyDefinitionsLearner autonomy is a problematic term because it is widely confused with self-instruction. It is also a slippery concept because it is notoriously difficult to define precisely. The rapidly expanding literature has debated, for example, whether learner autonomy should be thought of as capacity or behaviour; whether it is characterised by learner responsibility or learner control; whether it is a psychological phenomenon with political implications or a political right with psychological implications; and whether the development of learner autonomy depends on a complementary teacher autonomy (for a comprehensive survey, see Benson 2001).There is nevertheless broad agreement that autonomous learners understand the purpose of their learning programme, explicitly accept responsibility for their learning, share in the setting of learning goals, take initiatives in planning and executing learning activities, and regularly review their learning and evaluate its effectiveness (cf. Holec 1981, Little 1991). In other words, there is a consensus that the practice of learner autonomy requires insight, a positive attitude, a capacity for reflection, and a readiness to be proactive in self-management and in interaction with others. This working definition captures the challenge of learner autonomy: a holistic view of the learner that requires us to engage with the cognitive, metacognitive, affective and social dimensions of language learning and to worry about how they interact with one another.Why learner autonomy?There are two general arguments in favour of trying to make learners autonomous. First, if they are reflectively engaged with their learning, it is likely to be more efficient and effective, because more personal and focused, than otherwise; in particular, what is learned in educational contexts is more likely to serve learners' wider agendas. Second, if learners are proactively committed to their learning,the problem of motivation is by definition solved; although they may not always feel entirely positive about all aspects of their learning, autonomous learners have developed the reflective and attitudinal resources to overcome temporary motivational setbacks.In the particular case of second and foreign languages there is a third argument. Effective communication depends on a complex of procedural skills that develop only through use; and if language learning depends crucially on language use, learners who enjoy a high degree of social autonomy in their learning environment should find it easier than otherwise to master the full range of discourse roles on which effective spontaneous communication depends.Helping language learners to become autonomousAttempts to theorise the process of 'autonomisation' (e.g., Little 1999, 2000a, 2000b) have been strongly influenced by neo-Vygotskian psychology, which sees learning as a matter of supported performance and emphasises the interdependence of the cognitive and social-interactive dimensions of the learning process. According to this model, the teacher's role is to create and maintain a learning environment in which learners can be autonomous in order to become more autonomous. The development of their learning skills is never entirely separable from the content of their learning, since learning how to learn a second or foreign language is in some important respects different from learning how to learn maths or history or biology.Dam's (1995) account of the gradual 'autonomisation' of teenage learners of English in a Danish middle school provides a classic illustration. Her key techniques are: use of the target language as the preferred medium of teaching and learning from the very beginning; the gradual development by the learners of a repertoire of useful learning activities; and ongoing evaluation of the learning process, achieved by a combination of teacher, peer and self-assessment. Posters and learner logbooks play a central role in three ways: they help learners to capture much of the content of learning, support the development of speaking, and provide a focus for assessment.How to support the development of learner autonomy is also a key issue for self-access language learning schemes. Where self-access learning is not embedded in a taught course, it is usually necessary to provide learners with some kind of advisory service: learner counselling is central to the self-access literature. The most successful self-access projects tend to be those that find effective and flexible ways of supporting learners; particularly worthy of note is the approach developed at the University of Helsinki (Karlsson et al. 1997).ResearchIt is sometimes assumed that the central research question to be answered is: 'Does learner autonomy work?' But this is to confuse 'autonomy', which works by definition, with attempts at 'autonomisation', which can take many different forms and may or may not succeed. Similarly misguided are attempts to measure the development of autonomy in learners as if it could be detached from the goals and content of learning.For more than a decade Leni Dam and Lienhard Legenhausen have studied the linguistic development of Dam's learners using empirical techniques derived from second language acquisition research. They have provided a wealth of evidence to show how and why Dam's approach is more successful thanmainstream teacher-led approaches (see, e.g., Dam and Legenhausen 1996, Legenhausen 1999a, 1999b, 1999c). Approaches that equate the process of 'autonomisation' with 'strategy training' have been less successful: the benefits of teaching learners strategies have still to be demonstrated.Another important research question has been whether learner autonomy is an exclusively Western cultural construct and thus alien to learners in other cultures. There is convincing evidence to support the view that learner autonomy is a psychological phenomenon that can transcend cultural difference, though learning behaviour is always and inevitably culturally conditioned (see, e.g., Aoki and Smith 1999, Littlewood 2001).Current developments and future trendsDespite the ever-expanding literature, learner autonomy remains a minority pursuit, perhaps because all forms of 'autonomisation' threaten the power structures of educational culture. The Council of Europe's European Language Portfolio (ELP; Little 2002), however, is a tool that may bring 'autonomisation' to much larger numbers of learners. The ELP was first launched as a concept in 1997 and has since been realised in almost 40 different models, all of which conform to Principles and Guidelines laid down by the Council of Europe (http://culture.coe.int/portfolio). The ELP has three obligatory components: a language passport, which summarises the owner's linguistic identity; a language biography, which is designed to provide a reflective accompaniment to the process of learning and using second and foreign languages; and a dossier, in which the owner collects evidence of his or her developing proficiency in second and foreign languages. Perhaps because regular goal setting and self-assessment are central to its effective use, the ELP has been shown to engage teachers as well as learners in processes likely to lead to more autonomous learning (see Schärer 2000, Little and Perclová 2001, Ushioda and Ridley 2002). It seems probable that in the next few years much of the research relevant to learner autonomy will be prompted by the desire to explore the impact of the ELP on learners, teachers and educational systems.BibliographyAoki, N. and R. Smith (1999). Learner autonomy in cultural context: the case of Japan. In D. Crabbe and S. Cotterall (eds), Learner Autonomy in Language Learning: Defining the Field and Effecting Change, 19-27. Frankfurt: Lang.Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow:Longman/Pearson Education.Dam, L. (1995). Learner Autonomy 3: From Theory to Classroom Practice. Dublin: Authentik.Dam, L. and L. Legenhausen (1996). The acquisition of vocabulary in an autonomous learning environment - the first months of beginning English. In R. Pemberton et al. (eds), Taking Control: Autonomy in Language Learning, 265-80. Hong Kong: Hong Kong University Press.Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe.)Karlsson, L., F. Kjisik and J. Nordlund (1997). From Here to Autonomy. A Helsinki University Language Centre Autonomous Learning Project. Helsinki: Helsinki University Press.Legenhausen, L. (1999a). Language acquisition without grammar instruction? The evidence from an autonomous classroom, Revista Canaria de Estudios Ingleses 38: 63-76.Legenhausen, L. (1999b). The emergence and use of grammatical structures in conversational interactions; comparing traditional and autonomous learners. In B. Mißler and U. Multhaup (eds), The Construction of Knowledge, Learner Autonomy and Related Issues in Foreign Language Learning,27-40. Tübingen: Stauffenburg.Legenhausen, L. (1999c). Traditional and autonomous learners compared: the impact of classroom culture on communicative attitudes and behaviour. In C. Edelhoff and R. Weskamp (eds), Autonomes Fremdsprachenlernen, 166-82. Munich: Hueber.Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik.Little, D. (1999). Developing learner autonomy in the foreign language classroom: a social-interactive view of learning and three fundamental pedagogical principles, Revista Canaria de Estudios Ingleses 38: 77-88.Little, D. (2000a). Learner autonomy and human interdependence: some theoretical and practical consequences of a social-interactive view of cognition, learning and language. In B. Sinclair, I. McGrath and T. Lamb (eds), Learner Autonomy, Teacher Autonomy: Future Directions, 15-23. Harlow: Longman/Pearson Education.Little, D. (2000b). Learner autonomy: why foreign languages should occupy a central role in the curriculum. In S. Green (ed.), New Perspectives on Teaching and Learning Modern Languages, 24-45. Clevedon: Multilingual Matters.Little, D. (2002). The European Language Portfolio: structure, origins, implementation and challenges, Language Teaching 35.3: 182-9.Little, D. and R. Perclová (2001). European Language Portfolio: guide for teachers and teacher trainers. Strasbourg: Council of Europe. Also available at: http://culture.coe.int/portfolioLittlewood, W. (2001). Students' attitudes to classroom English learning: a cross-cultural study. Language Teaching Research 5.1: 3-28.Schärer, R. (2000). European Language Portfolio: final report on the pilot project. Strasbourg: Council of Europe. Also available at: http://culture.coe.int/portfolioUshioda, E. and J. Ridley (2002). Working with the European Language Portfolio in Irish post-primary schools: report on an evaluation project. CLCS Occasional Paper No.61. Dublin: Trinity College, Centre for Language and Communication Studies.。
PromotingLearnerAutonomyforCollegeEnglishMajorsthr
Promoting Learner Autonomy for College English Majors through Peer-teaching：This study explored the potential of using peer-teaching as a pedagogy to promote college English majors ' learner auto nomy. Data collected over 2 weeks through observations, interviews and questionnaires revealed that the students were highly motivated in their learning and their self-confidence was greatly improved. The study also proved peer-teaching had also developed the students ' metacognitive strategies and social strategies. Thus, peer teaching is effective in promoting language learner autonomy.1IntroductionPromoting learner autonomy has become an important aim for many university language teachers. Different language learning approaches have been introduced into the language teaching field aiming at promoting learner autonomy. As a pedagogy, peer teaching can significantly shift the organization and structure of the lesson away from teacher-centred lectures or lessons oriented towards modeling exemplary practice to situating learning in the act of teaching. Research has demonstrated that peer-teaching is aneffective way to promote language learning autonomy. Not only doesit encourage students to take responsibility for their own learningbut it also helps them to improve their motivation, develop their learning strategies. This paper reports on a collaborative self-study aimed at exploring the potential of using peer-teaching as a pedagogy to promote college English majors ' learner autonomy.2Background of the Study2.1Learner AutonomyThe last three decades have witnessed the growing influence of learner autonomy in education. Thus there has been a shift in emphasis in language teaching from a teacher-directed approach to a learner-centred one, along with the perceived need to promote learners' efforts at developing autonomy. Encouraging language learners to become more autonomous in managing their own learning is an appealing notion for several reasons. Onereason is that "learning is more effective when learners are active in the learning process, assuming responsibility for their learning and participating in the decisions which affectit." (Sheerin 1997:56). Particularly for mixed ability groups of students, the promotion of learner independencein language study can provide a meansto meet the differing needs, expectations, and proficiency levels of individual learners. Finally, the need for developing greater autonomy in language learning can be seen as one facet of lifelong learning, in whicheach individual effectively makes decisions about which learning path to take.2.2Brief overview of peer-teachingPeer-teaching refers to the concept of learners teaching other learners. Peer-teaching as a model of instruction became redundant in the nineteenth century when teaching developed as an organized profession but there was a resurgence during the 1960s. A growing interest in improving the standards of achievement in American schools le d to a desire to focus on “individualized instruction ” which was lacking in the teacher -centred style (Topping, 1988: 16; Goodlad, 1998: 2). During the 1970s,particularly in Britain, there was an increase in peer-assisted learning. Many research projects were set up to ascertain the effectiveness of peer-teaching in assisting. The findings of these early research projectshave been very positive. There was a reported gain in cognitive development as well as improvement in self-concepts, social skills and communication skills for both the peer-learner and the peer-helper (Goodlad, 1998: 5; Hill & Topping, 1995: 142-145 ).Research has demonstrated that peer-teaching is aneffective way to promote language learning (Assinder, W, 1991; Catrine Carpenter, 1996;). Many researchers found that learners weremore interactive and exhibited greater variety in their language use in peer-group settings. Assinder(1991) concluded on her experience of implementing peer-teaching with students of English as a foreign Ianguage: “The giving -over of control to the learners […]not only increased motivation, sense of purpose, responsibility and commitment, but allowed for different abilities and learning styles”. Catrine Carpenter 'sstudy (1996) on the value of peer teaching on an advanced level university language course revealed that peer-teaching promoted learner motivation, developed students ' learning strategies and addressed different learning needs. Thus, learners should be given many more chances to ‘peer -work' such as pair work or group work as possible.3Research DesignBased on the assumption that peer-teaching has a positiveeffect on language learning, the aim of this case study is to find out whether peer-teaching can promote English majors ' learner aut onomy, so as to bring about the effective language learning achievements for students.3.1SubjectsThe participants of the present study are 63 sophomore fromtwo classes at Jining university. They are all English majors whoseaverage age is 21.8.3.2InstrumentThe main instrument in this study is a questionnaire which is designed on the basis of the questionnaire of CatrineCarpenter(1996). The questionnaire consists of 3 parts: students ' perception of peer teaching, Students ' perception of being taught by their peer teachers and Students ' perception of being peer -teachers. Responses to the items ranged from 5 to 1 on a 5-point Likert scale: as follows: 5=strongly agree, 4=agree, 3=neutral,2=disagree, 1=strongly disagree. In addition to the questionnaire, data were also collected through interview and classroom observations.3.3ProceduresAt the beginning of the term, students received a detailed description of the peer-teaching task. Then two weeks before the peer-teaching activity, the students were divided into 6 groups consisting of 5-6 students. Meanwhile, the text was also dividedinto several parts and each group was assigned a part to make preparation. After that each group worked cooperatively to study the text, discuss the difficult and key parts, search the internet for relevant materials, prepare the lesson plan and design activities. Then on the teaching day, the peer-teachers from each group gave apresentation, explaining the s and key ideas, interacting with students, providing background information, organizing and managing class activities. After the peer-teaching activity had been carried out for 2 weeks, a questionnaire was administered to the students, aiming at investigating their perception of the activity. The subjects ' responses to each item were summedand mean scores were computed afterwards. After the administration and the initial analysis of the questionnaire data, a face-to-face structured interview was conducted.4Findings and Analysis4.1Studen ts ' perception of peer teachingTable 1.Table 1 shows most students were positive about peer-teaching. Firstly they thought this style of learning interesting and motivating and it could create a lively learning environment. Secondly, they felt peer-teaching gave them incentives to make greater efforts to learn English. In the interview, the interviewees agreed that they felt peer-teaching motivating and useful it also fostered team spirit to perform better, as other teams are assessing their team.4.2Students ' perception of being taught by their peer teachersTable 2The data in table 2 indicate the students had a great passion for peer teaching and they enjoyed the presentation of their peers. They would like to have more of such activities later on. Meanwhile many students admitted they found their deficiency in study in the process of participating in peer-teaching. In the interview the teacher asked the students why they applauded thepeer-teachers. They said that they wanted to show their appreciation and give the peer-teachers encouragement This proved that the students would like to participate in the activity and to be cooperative when peer-teachers were teaching4.3Students ' perception of being peer -teachers Table 3The results below are the average responses from the peer-teachers on questions relating to their feelings about being responsible for teaching. The evaluation of peer- teaching was even more positive than that of being in a peer-taught class. Over 80% of the peer-teachers agreed that they had madefull preparation, spent more time in learning. They found the experience motivating , challenging and useful. What 's more, they felt that theactivity had improved their confidence, developed their organizational skills and oral English. In addition, the teacher observed that learners who were sometimes passive in class teacher-led sessions changed behavior when involved in peer-teaching. It seemed their commitment and competence were triggered by the responsibility invested in them by their peers and the class teacher. In theinterview, some interviewees said they felt more involvedin their study because they had to plan the lesson, make decisions on selecting useful and important lexis from texts and they appreciated being able to take control of their learning. They also agreed peer-teaching gave them a sense of achievement and encouraged them to be more responsible for their own learning.The data collected and analyzed in this case study indicate that peer-teaching can yield many benefits to students who engage in it. Firstly, it promotes students ' language learning autonomy. By engaging in peer-teaching, the students take responsibility fortheir own language learning. They select materials and prepare the linguistic input for the teaching session. In so doing, they can experiment with various learning activities, depending on their interests and their assessment of their own and their fellow students learning needs.Secondly, it helps the students to develop their metacognitive strategies The students used metacognitive strategies extensively during the peer-teaching experience. They were aware ofaims and objectives when planning the lesson and evaluated it afterwards.Peer-teaching can also offer students an opportunity to developtheir social skills, with peer-teaching activity the students have to assume responsibility not only for their own learning but alsofor that of their peers. They need to show sensitivity and empathy towards individual lear ners while promoting their peers ' learning experience. Learners respect and support each other and are tolerant of less able peer-teachers.5ConclusionThe data obtained from this study indicate by implementingpeer-teaching in language learning, the students are highly motivated in their learning and their self-confidence is greatly improved. The study also proves peer- teaching has also developed the students 'metacognitive strategies and social strategies. In conclusion, peer-teaching can promote students language learning autonomy. Although this experience of peer-teaching was positive, a number of problematic issues did arise. For example, some peer-teachers were not able to offer a high level of instruction. Some lacked theability to organize teaching and handling the classroom situation. And peer-teaching could also be time-consuming since some peer-teachers were not be able to finish their presentation within the time given to them. Educators need to consider these problems when implementing peer-teaching. Although this study contributes some useful information about peer teaching, there exist somelimitations. First, the sample size was small.Second theparticipants were only students of English majors. These restrict the generalizability of findings. Therefore it would be premature to draw a qualitative conclusion. More experiments and further studies need to be done so as to find out the advantages and disadvantagesof this learning style.Reference ：[1]Assinder, W. Peer Teaching, peer Learning:One[J].Model. ELT Journal, 1991. 45/3: 218-29[2]Dickinson L. Autonomy and motivation: a literary view[J]. In System ，1995. 23/2:163-174[3]Goodlad, S. Mentoring and tutoring by students[M]. London: Kogan Page ，1998.[4]Hill, S. & Topping, K. Cognitive and transferable gains for student tutors[J]. In S. Goodlad (ed.), Students as teachers and mentors. London: Kogan ，1995. Page, pp.135-154.[5]Topping, K. The peer tutoring handbook: promoting co-operative learning[M]. Cambridge: Brookline Books. 1988.。
LearnerAutonomy
Learner autonomy:drawing together the threads of self-assessment,goal-setting and reflectionDavid LittleLearner autonomy: a working definitionThe concept of learner autonomy has been central to the Council of Europe’s thinking about language teaching and learning since 1979, when Henri Holec wrote Autonomy and foreign language learning (cited here as Holec 1981). Holec began by defining learner autonomy as the “ability to take charge of one’s own learning”, noting that this ability “is not inborn but must be acquired either by ‘natural’ means or (as most often happens) by formal learning, i.e. in a systematic, deliberate way”, and pointing out that “To take charge of one’s learning is to have […] the responsibility for all the decisions concerning all aspects of this learning […]” (Holec 1981, p.3).Holec’s report was a contribution to the Council of Europe’s work in adult education, which sought to promote the learner’s freedom “by developing those abilities which will enable him to act more responsibly in running the affairs of the society in which he lives” (ibid., p.1). When learner autonomy is one of its defining goals, adult education becomes an instrument for arousing an increasing sense of awareness and liberation in man, and, in some cases, an instrument for changing the environment itself. From the idea of man “product of his society”, one moves to the idea of man “producer of his society”.(Janne 1977, p.3; cit. Holec 1981, p.1)Learner autonomy, in other words, belongs together with the idea that one of the functions of (adult) education is to equip learners to play an active role in participatory democracy. That is why it remains central to the Council of Europe’s educational concerns.Implications of this definition of learner autonomyWe take our first step towards developing the ability to take charge of our own learning when we accept full responsibility for the learning process, acknowledging that success in learning depends crucially on ourselves rather than on other people. This acceptance of responsibility entails that we set out to learn, “in a systematic, deliberate way” (Holec 1981, p.3), the skills of reflection and analysis that enable us to plan, monitor and evaluate our learning. But accepting responsibility for our own learning is not only a matter of gradually developing metacognitive mastery of the learning process. It has an equally important affective dimension: in their commitment to self-management and their generally proactive approach, autonomous learners are motivated learners. What is more, Holec’s definition entails that autonomous learners can freely apply their knowledge and skills outside the immediate context of learning.Learner autonomy and the ELPAccording to the Principles and Guidelines that define the ELP and its functions (Council of Europe 2000/2004), the ELP reflects the Council of Europe’s concern with “the development of the language learner”, which by implication includes the development of learning skills, and “the development of the capacity for independent language learning”; the ELP, in other words, “is a tool to promote learner autonomy”. The Principles and Guidelines insist that the ELP is the property of the individual learner, which in itself implies learner autonomy. Learners exercise their ownership not simply through physical possession, but by using theELP to plan, monitor and evaluate their learning. In this, self-assessment plays a central role: the ongoing, formative self-assessment that is supported by the “can do” checklists attached to the language biography, and the periodic, summative self-assessment of the language passport, which is related to the so-called self-assessment grid in the CEF (Council of Europe 2001, pp.26–27).Learner autonomy and the CEFThe CEF does not concern itself with learner autonomy as such. However, learner autonomy is implied by the concept of savoir-apprendre (“ability to learn”), which the CEF defines as “the ability to observe and participate in new experience and to incorporate new knowledge into existing knowledge, modifying the latter where necessary” (Council of Europe 2001,p.106). When the CEF tells us that “ability to learn has several components, such as language and communication awareness; general phonetic skills; study skills; and heuristic skills” (CEF, pp.107), we may be prompted to recall the ways in which the ELP can support the development of reflective learning skills.Why is learner autonomy important?According to a large body of empirical research in social psychology, autonomy – “feeling free and volitional in one’s actions” (Deci 1995, p.2) – is a basic human need. It is nourished by, and in turn nourishes, our intrinsic motivation, our proactive interest in the world around us. This explains how learner autonomy solves the problem of learner motivation: autonomous learners draw on their intrinsic motivation when they accept responsibility for their own learning and commit themselves to develop the skills of reflective self-management in learning; and success in learning strengthens their intrinsic motivation. Precisely because autonomous learners are motivated and reflective learners, their learning is efficient and effective (conversely, all learning is likely to succeed to the extent that the learner is autonomous). And the efficiency and effectiveness of the autonomous learner means that the knowledge and skills acquired in the classroom can be applied to situations that arise outside the classroomAutonomy in formal language learningIn formal educational contexts, learner autonomy entails reflective involvement in planning, implementing, monitoring and evaluating learning. But note that language learning depends crucially on language use: we can learn to speak only by speaking, to read only by reading, and so on. Thus in formal language learning, the scope of learner autonomy is always constrained by what the learner can do in the target language; in other words, the scope of our autonomy as language learners is partly a function of the scope of our autonomy as target language users.The development of autonomy in language learning is governed by three basic pedagogical principles:•learner involvement – engaging learners to share responsibility for the learning process (the affective and the metacognitive dimensions);•learner reflection – helping learners to think critically when they plan, monitor and evaluate their learning (the metacognitive dimensions);•appropriate target language use – using the target language as the principal medium of language learning (the communicative and the metacognitive dimensions).What does the teacher do?According to these three principles the teacher should•use the target language as the preferred medium of classroom communication and require the same of her learners;•involve her learners in a non-stop quest for good learning activities, which are shared, discussed, analysed and evaluated with the whole class – in the target language, to begin with in very simple terms;•help her learners to set their own learning targets and choose their own learning activities, subjecting them to discussion, analysis and evaluation – again, in the target language; •require her learners to identify individual goals but pursue them through collaborative work in small groups;•require her learners to keep a written record of their learning – plans of lessons and projects, lists of useful vocabulary, whatever texts they themselves produce;•engage her learners in regular evaluation of their progress as individual learners and as a class – in the target language.ReferencesCouncil of Europe, 2000/2004: European Language Portfolio (ELP): Principles and Guidelines. With added explanatory notes. Strasbourg: Council of Europe.(DGIV/EDU/LANG (2000) 33 rev.1)Council of Europe, 2001: Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Deci, E. (with R. Flaste), 1995: Why we do what we do: understanding self-motivation. New York: Penguin.Holec, H., 1981: Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe)。